6810509 Log Frame Analysis

7/29/2019 6810509 Log Frame Analysis

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LogicalFramework

Analysis/Approach(LFA)


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OBJECTIVES

1. Introduce Logical Framework

Analysis/Approach (LFA) and its uses.

2. Familiarize with the main steps involved in

conducting an LFA.

3. Give a concrete example.

4. Exercise on the Project Planning Matrix (?).


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INTRODUCTION

LFA was first developed by Practical Concepts

Inc. in 1969 for the U.S. Agency for

International Development (USAID). It has

since been widely adoptedand adaptedby

the international donor community and is

used forparticipatory project planning, as an

analytic tool for project approval, or as amonitoring and evaluation framework.


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What is LFA?

A designing approach that can be used for

planning, implementing and evaluating

projects or programmes.


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Purpose of LFA

The purpose of LFA is to undertakeparticipatory, objectives-oriented planningthat spans the life of project or policy work tobuild stakeholder team commitment andcapacitywith a series of workshops.

The technique requires stakeholders to come

together in a series of workshops to setpriorities and plan for implementation andmonitoring.


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The two terms Logical Framework (LF or Logframe) and

the Logical Framework Approach (LFA) are sometimes

confused. The LogFrame is a document, the Logical

Framework Approach is a project design methodology.

For most purposes the three terms; Logical Framework

Approach, ZOPP and OOPP are terms for the sameproject design methodology or process. The terms

OOPP and ZOPP mean respectively; Objectives

Oriented Project Planning and in German Ziel

Orientierte Projek Planung. All three terms refer to a

structured meeting process which we will refer to as

LFA.


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Steps LFA1. Situation Analysis

Stakeholder Analysis

Problem Analysis

Objective Analysis

2. Strategy Analysis

3. Project Planning Matrix Matrix

Assumptions

ObjectiveIndicators

Verification

4. Implementation

5. Monitoring

6. Evaluation


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The LFA approach begins by analyzing the existing situation and

developing objectives for addressing real needs.

A situation analysis has as its core task to find out the actual state ofaffairs with respect to an issue to be analyzed; it is focused by

problems and an attempt to understand the system which

determines the existence of the problems.

The analysis phase is the most critical, yet most difficult, phase of

the logframe approach. The analysis phase consists of three stages:

1. Analysis of stakeholders

2. Analysis of problems

3. Analysis of objectives.


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Stakeholders AnalysisIn using the LFA approach, the stakeholder analysis is an analysis of the

problems, fears, interests, expectations, restrictions and potentials of

all:

important groups

organisations and institutions

implementing agencies

other projects and

individuals

who may have an influence on a situation/(intended) project or are

themselves affected by it. Those analyzed in detail should be limited to

those who are perceived to: be able to contribute to questions to be answered .

be important with regard to decisions to be taken.

They should constantly be referred to in developing the LFA.


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Who are the stakeholders involved in the

project and how are they affected?

Key questions to ask in preparation for developing the

logframe are:

1. Who will be involved in the logframe development?

2. Where will the development be conducted?

3. Who will facilitate the development of the logframe ?

4. What background materials, papers and expertisemay be needed?

5. What materials and logistics are required?


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The Stakeholders

Stakeholders include those who directly benefit from or have

a legitimate interest in the company's activities and all thosewho have an impact and/or are affected by the impact, due

to the company's performance and actions. The corporate

communityand the wider communityare all stakeholders.

Corporate community includes the management, employees,shareholders, joint ventures/partnerships/subsidiaries,

suppliers and contractors, customers and consumers. Wider

community includes the ecosystem, the local government,

the host communities and the indigenous communities.Foremost, the generations to come are indispensable

stakeholders and must be taken into account in all corporate

affairs. What we do or not do today will certainly impinge on

the future generations.


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Problem Analysis

The analysis phase usually begins with an analysis of

problems. The problem analysis is undertaken by

identifying the main problems and developing a

'problem tree' through an analysis of cause and effects.

Key questions.1. Which are the problems the project is addressing?

2. What are the root causes of those problems?

3. What is the larger picture in which those problems

and their root causes exist?

4. What are the links between the problems?


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Problem Tree

A main output of the problem analysisis the problem tree. The first

procedure in problem analysis is

brainstorming. Before thebrainstorming exercise commences it

is important that the facilitator explain

the process and the group agrees on

some rules for brainstorming.


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If there is no agreement betweenparticipants on the statement of

the problem, it is unlikely there willbe agreement on the

solution. This stage therefore

seeks to get consensus on the

detailed aspects of the problem.

Agreement and Consensus


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Brainstorming techniques can be used toidentify the main problems. All participants

are invited to write their problem ideas on

small cards. (approximately 8 in by 4 in.) Theparticipants may write as many cards as they

wish. The participants then group the cards

or look for cause-effect relationship betweenthe themes on the cards by arranging the

cards to form a problem tree.

Brainstorming


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After all of the problems are displayed theyshould then be clustered into groups of similar

issues

The problem tree is developed by:

1. moving problems from the clusters of

problems2. adding new problems that emerge

3. problems can be moved up or down the tree

as required

Clustering


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Objective Analysis

A procedure for systematically1. identifying

2. categorizing3. specifying

4. balancing out

objectives of all parties involved in a

specific situation


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Objective TreeIn this step the problem statements are converted into

objective statements and if possible into an objective tree.

1. Problems are restated as objectives

The problem tree is transformed into an objectives treeby restating the problems as objectives.

2. Positive mirror image of the problem tree

The objectives tree can be viewed as the positive

mirror image of the problem tree. It is usually

necessary to reorder the position of objectives as you

develop the tree.


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Means and Ends

The objectives tree can be considered as an 'ends-

means' diagram. The top of the tree is the end that is

desired and the lower levels are the means to achieving

the end. Based on this objectives tree, certain means

are feasible and some are perhaps outside the scope ofthe problem.

Nonetheless, these means provide the foundation for

developing programmes, projects or strategies to

address the problems discussed earlier.


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Just as the problem tree shows cause-effect

relationships, the objective tree shows means-

end relationships. The means-end relationshipsshow the means by which the project can

achieve the desired ends or future desirable

conditions.

Frequently there are many possible areas that

could be the focus of an "intervention" ordevelopment project. The next step addresses

those choices.


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Strategy Analysis

searching for and deciding on solutions

follows the problems and objectives analysis

prerequisite to designing action strategies

Points to consider

overall concepts, strategic plans, objectives

people, target groups, organizations, agencies

methods, procedures, processes

technologies, services, products, outputs

measures, actions, materials, inputs


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Conducting a Strategy Analysis

1. ordering sequence of the problem

and objective trees

2. clustering objectives

3. feasibility of different interventions

4. continuous task in projectmanagement


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The objective tree usually shows the large number of

possible strategies or means-end links that couldcontribute to a solution to the problem.

Since there will be a limit to the resources that can be

applied to the project, it is necessary forthe participants to examine these alternatives and

select the most promising strategy.

After selection of the decision criteria, these are

applied in order to select one or more means-endchains to become the set of objectives that will form

the project strategy.

Alternatives Analysis


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Project Planning Matrix

(1) Matrix

(2) Assumptions

(3) Objective Indicators(4) Verification


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Narrative SummaryObjectively Verifiable

Indicators - OVIs

Means of Verification

-MOVs

External Factors

(Assumptions)

Development

Objective

Immediate Objective

Outputs (Results)

1.

2.

3.

Activities

1.

2.

3.

4.

Inputs

1.1

1.2

1.3

1.4
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Column headings - definition of terms

Narrative Summary: This term used to

describe the text that "narrates" the

objectives. It could have been giventhe title "Hierarchy of Objectives", but

this might be misleading because the

bottom cell in the column is asummary of the activities.


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Objectively Verifiable Indicators (OVIs):

These are the measures, direct or indirect

that will verify to what extent the

objectives have been fulfilled. The term

"objectively" implies that if these should

be specified in a way that is independentof possible bias of the observer.


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Means of Verification (MOVs): These

statements specify source of the

information for the measurements or

verification specified in the indicators

column. For example, will statistics from an

external source be used for the verificationor will project resources be used to gather

the statistics.


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External Factors (Assumptions): These are

important events, conditions, or decisions which

are necessarily outside the control of the

project, but which must remain favorable for theproject objective to be attained. The implication

here is the design team have an obligation to

consider what might derail their efforts and toplan responsibly to reduce that risk of

"derailment".


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Row headings - definition of terms

Development Objective: The higher level

objective that the project is expected to

contribute to. The addition of the word

"contribute' implies that this project alone

is not expected to achieve the

development objective. Other project'simmediate objectives are expected to also

contribute.


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Immediate Objective: The effect which is

expected to be achieved as the result of

the project delivering the planned outputs.

There is a tendency for this to be expressed

in terms of the "change in behavior" of a

group, or institution and the projectoutputs are expected to facilitate this

change.


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Outputs: These are the "deliverables"

the tangible results that the project

management team should be able toguarantee delivering. The objective

statements should specify the group or

organization that will benefit. Outputsare delivered, usually on a certain date

or dates.


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Activities: These are the activities

that have to be undertaken by the

project to produce the outputs.The activities take time to perform.


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Inputs: These are the resources that

the project "consumes" in the course

of undertaking the activities. Typicallythey will be human resources, money,

materials, equipment, and time.


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Vertical Logic Vertical Logic: The vertical logic is the reasoning which

"connects" the three levels of objectives in the matrix;the outputs, the purpose, and the goal. For example

achievement of all the output level objectives should

lead to achieving the purpose. Each of these links

between the objectives is connected by a hypotheses.

For example at the bottom level - the

implementation hypotheses the implication is "we

believe that in the environment ofthis projectthe

planned outputs willproduce the planned result. At

this level, the hypotheses are usually supported by

research or experience. The explanation of the

hypotheses at the other levels is similar.


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Horizontal Logic

The horizontal logic has similar features to the

vertical logic. In this case, the links between

the levels of objectives are the items in

the External Factors column.

For example, if the project is successful in

implementing all of the planned activities, we

ask ourselves, what circumstances ordecisions (outside the project's control) could

prevent the delivery of the project outputs.


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Implementation

Operational phase of a project to achieve the

expected outputs/results

Plan of Operations

1. workplans / work schedules

2. project budget / resources plans

3. personnel plans

4. material and equipment plan /procurement plan / staff

5. training plans


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Plan of OperationsImplementation should have a plan of operations i.e. the

detailed plan for the implementation of project. It isestablished by the project team and will be documented

as:

workplans / work schedules

project budget / resources plans

personnel plans

material and equipment plan / procurement plan /

staff

training plans.

The work plan and the project budget constitute the core

of the Plan of Operations.


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Figure 5: Feedback Loops of Miarayon Problems

LOW

INCOME

LOW

REVENUE

(LGU)

BAD

ROADS

POOR BASIC

EDUCATION

NEGATIVE

ASPECTS OF

CULTURE

REMAINS+

RESISTANCE TO

TEACHERS

COMING FROM

OUTSIDE OF THE

TRIBE

+

+

NO QUALIFIED

IP TEACHER

++LIMITED

ACCESS TO

MARKET

SELL TO

MIDDLEMEN

+

+

CANNOT SEND

CHILDREN TO

SCHOOL-

COMMUNICATIONBARRIER BETWEEN

TEACHERS &

STUDENTS

LOSS OF

INTEREST

TO STUDY

ABSENCES

+

++

+

IPs

POORLY

EDUCATED

PEACE &

ORDER

PROBLEM

LOW

PRODUCTIVITYOF PEOPLE /

PLACE+

+

+

-

++

+

+

LIMITED

CAPACITY FOR

INTERVENTION

+

-

LOW OPPORTUNITY

FOR EMPLOYMENT /

LIVELIHOOD

+ +

LACK OF

PARTICIPATION IN

THE POLITICAL

ARENA

-

-


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Figure 6: Areas of Interventions

LOWINCOME

LOW

REVENUE

(LGU)

BAD

ROADS

POOR BASIC

EDUCATION

NEGATIVE

ASPECTS OF

CULTURE

REMAINS+

RESISTANCE TO

TEACHERS

COMING FROM

OUTSIDE OF THE

TRIBE

+

+

NO QUALIFIED

IP TEACHER

++LIMITED

ACCESS TO

MARKET

SELL TO

MIDDLEMEN

+

+

CANNOT SEND

CHILDREN TO

SCHOOL-

COMMUNICATION

BARRIER BETWEEN

TEACHERS &

STUDENTS

LOSS OF

INTEREST

TO STUDY

ABSENCES

+

++

+

IPs

POORLY

EDUCATED

PEACE &

ORDER

PROBLEM

LOWPRODUCTIVITY

OF PEOPLE /

PLACE+

+

+

-

++

+

+

LIMITED

CAPACITY FOR

INTERVENTION

+

-

LOW OPPORTUNITY

FOR EMPLOYMENT /

LIVELIHOOD

+ +

LACK OF

PARTICIPATION IN

THE POLITICAL

ARENA

-

-CARTWHEEL

GOVTNGOs

PRIVATE

CAPABILITYBUILDING/EDUCATION

ENTERPRISEDEVELOPMENT

SWOT Analysis


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S-WO-T

Strengths Weaknesses

Opportunities S-O STRATEGY W-O STRATEGY

Threats S-T STRATEGY W-T STRATEGY

SWOT Analysis

S


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Strengths Weaknesses Scholarship program indicates high

possibility of continuing demand

High competence in the AdultEducation Program

Intervention through CADT giving

sense of security to the IPs

Innovative approaches to sourcing of

funds

Has established credibility among the

donors; increasing interest of funders in

Cartwheels programs

Developed social capital withingovernment agencies, other

development organizations, and

business organizations

Low level of success in the Pre-School

Program

Mismatch of the products and services to realclients needs

Some programs (medical/dental, etc.) not

within their competence

Heavily dependent on grants and donations

Donations showing a downward trend

Opportunities


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Opportunities High demand in secondary, post-secondary education, & adult education

CADT assures the IPs ownership and management of the lands they are tilling

Availability of uncultivated land suitable for high yield vegetables & coffee Need for sustainable devt program demanded by ADSDPP as mandated by NCIP

Available funding for sustainable and capacity-building program for IPs

is one of the major coffee-producing regions

have several export markets for coffee like , , , , etc.,

Threats Issues and needs of the IPs not given significance / priority of the LGU

Low educational attainment of the IPs

Lack of access to secondary schools

IPs lack the capacity to participate in the socio-political affairs of the municipality

Volatile peace and order situation

Farming is the primary source of income

Limited access to market

Disturbances caused by agitation of land claimants

S O STRATEGY W O STRATEGY


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S-O STRATEGY W-O STRATEGY

Implementation of ADSDPP (political

empowerment, peace and order, cultural

preservation)

Capacity-building of IPs; expansion of Adult

Education (education)

Bridging market and community (economic

benefit)

Shift program to adult / secondary /

post-secondary education (education)

development (economic benefits)

S-T STRATEGY W-T STRATEGY Capacity-building of IPs through education

(education)


Building collaboration with government, NGOs

and the business sector (political & social

capital, economic benefit)

Strengthening and expansion of

scholarship program (education)

Support H/S (St. Therese of Miarayon)

(education)


Position on the Influence on


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Stakeholder Interest on the ProgramPosition on the

ProgramImpact of the Program

Influence on

the Program

MILALITTRA /

Tribal Leaders

Security of land tenure; productivity Support Capacity-building; political participation;

livelihood opportunities

High

Womens Group Help provide food for the family; additional income;

education for the children

Support Additional source of income; capacity-

building; education of children

Moderate

Fr. Kit Bautista -CFI

Miarayon becoming a pilgrimage site and a bridgebetween the poorest of the poor and richest of the

rich

Support Realization of his dream; abridgement ofsocial gaps between rich and poor

High

Parish Priest /

Principal

Increased enrolment in high school; improved quality

of education; evangelization and preservation of

culture

Support Increased enrolment; expansion of services;

improvement of educational facility

High

Gina Pre-

School

Provide equal access to quality education to as many

children in the country

Potential

opposition

Phasing-out of pre-school High

CFI Increase literacy rate and improve self-sufficiency of

IPs

Support Financial sustainability; focusing of

programs; matching services to needs of IPs

High

Barangay

Officials

Peace and order; improvement of income of IPs Support Increased employment for the people;

improved peace and order condition

Moderate

NCIP Promotion and protection of the rights of IPs;

implementation of IPRA and ADSDPP

Support Increased performance of advocacy High

LGU Talakag Promotion of general welfare; local autonomy;

delivery of basic services; agricultural productivity;

peace and order

Support Increased trust for IPs capacity; improved

peace and order condition; increased

revenue

High

Traders group More profit from trading activities Potential

opposition

Decreased income due to rerouting of

products

Moderate

Religious nuns Evangelization; promotion of education Support Increased enrolment; potential increase of

the faithful

High

Land claimants Legitimization of claims on lands allegedly purchasedfrom the IPs

Oppose Loss of rights to claim and use the land High

Action Plan coffee project


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ActivitiesTarget Output

Time Frame In-Charge ResourcesQty. Quality

Planning One (1) year plan drafted Specifications drafted July 2005 CFI Ex. Dir. &

Consultant, BOD

Funds, data

Sourcing of funds 1 Project funded Appropriate and on-

time

July December

2005

CFI Project Proposal

Identification of coffee areas

for rehabilitation

1,000 hectares identified Suitable for coffee

plantation

July December

2005

CFI-MILALITTRA Funds, staff

Lending of Initial capital 1,000 farmers entered into

MOA through MILALITTRA

Credible and reliable

partners

Jan 2006 onwards CFI Project Funds, staff

Monitoring 1,000 hectares plantation

monitored

Seasonal and regular Planting: May-Dec

of every year,

2006-2010

CFI staff Transpo cost, supplies

Establishment of trading

partners

At least 2 partners identified

(Figaro, Monks Blend)

Medium term Sept- Dec 2005 CFI Communication

Buying and Trading At 80% target volume

attained

Medium term 2007 CFI Project Funds

Target Output


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Activitiesa get Output

Time Frame In-Charge ResourcesQty. Quality

Planning 1 Action Plan Attainable August 2005 CFI BOD, TESDA Funds

Phasing-out of Pre-schools 2 pre-schools Acceptable terms July 2005 May

2006

CFI None

Signing of MOA with St. Therese H/S 1 MOA signed Acceptable terms July 2005 May2006

CFI & Therese H/S None

Review / Reformulation of Adult

Education modules

1 standard module

developed

Appropriate, attuned to

indigenous culture

July 2005 May

2006

CFI staff, teachers,

DepEd

Supplies

Adult Literacy Program 450 IPs Can read & write,

learned spiritual,

cultural, and social

values

2006-2010 CFI staff and

teachers

Rooms, teachers,

teaching materials

TNA At least 3 skills training

identified; ex. Food

processing, farming

tech., etc.

Understandable &

measurable

2006-2010 CFI staff, TESDA &

other agencies

Questionnaire

Drafting of ADSDPP

IEC on Environmental

Management

15-20 IP leaders

informed

Appropriate &

understandable

July 2005 CFI, NCIP,

MILALITTRA, &

DENR

Funds, resource

persons

Tribal Leaders Consultation 15-20 IP leaders

consulted

participative Aug 2005 CFI, NCIP, &

MILALITTRA

Funds, resource

persons

Objectively Verifiable Assumptions &


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Indicators (OVI)Means of Verification

Assumptions &

RisksGoal

Poverty reduction of IPs 60% HH poverty reduction by

year 2010

NSO census of 2010; NEDA

Report

Objectives:

Enterprise Development

Capability-Building

1,000 HH involved in livelihood

activities

MILALITTRA representation in

the MDC by 2007

Actual implementation of

ADSDPP by year 2008

CFI Annual Report

LGU Annual Performance Report

CFI Report / MILALITTRA Report

to NCIP

ADSDPP completed and

implemented

Funds accessed

Training conducted

Output:

Enterprise Development

a. reduction of poverty

incidence

b. increased productivity

Capability-Buildinga. conceptualization and

implementation of ADSDPP

b. increased literacy rate

c. improved peace and order

situation

d. active participation in

municipal / provincial affairs

60% increased family income

conceptualized by 2005;implemented by 2006

10% increase in literacy rate

10% reduction in crime rate

More visible increase in tribal

activities in cultural celebrations

Municipal Treasurers Report

NCIP reportLGU annual performance report

LGU annual performance report

MILALITTRA newsletters;

Cartwheel report

Funds are accessed from

funding agency

Training conducted


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Assumptions &

Risks

Activities

EMTERPRISE DEVELOPMENT

Planning One (1) year plan drafted by

July 2005

CFI Plan of Action Funds are accessed from

funding agency

Sourcing of funds 1 Project funded by January

2006

Memomorandum of Agreement

with funding agency

Collaboration with concerned

agencies and business

sector established

Identification of coffee areas for

rehabilitation

1,000 hectares identified by

2005

Report of Project Director

Lending of Initial capital 1,000 farmers entered into MOA

through MILALITTRA by 2006

CFI Annual Report

Monitoring 1,000 hectares plantationmonitored by 2010

Report of Project Director

Establishment of trading partners At least 2 partners identified

(Figaro, Monks Blend) by 2005

MOA with Figaro and Monks

Blend

Buying and Trading 80% target volume of sales

attained by 2007

CFI Sales Report

Objectively Verifiable Assumptions &


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Assumptions &

RisksActivities

CAPABILITY BUILDING

Planning 1 Action Plan drafted by August

2005

Action Plan document

Phasing-out of Pre-schools 2 pre-schools phased-out by

May 2006

CFI Annual Report

Signing of MOA with St. Therese

H/S

1 MOA signed by May 2006 MOA with St. Therese

Review / Reformulation of Adult

Education modules

1 standard module developed

by May 2006

Written curriculum approved by

DepEdAdult Literacy Program 450 IPs trained by 2010 CFI Annual Report

TNA At least 3 skills training

identified; ex. Food processing,

farming tech., etc.; by 2010

CFI Annual Report and DepEd

Promotion Report

IEC on Environmental

Management

15-20 IP leaders informed by

July 2005

Evaluation Report on Seminar

Workshop

Tribal Leaders Consultation 15-20 IP leaders consulted by

August 2005

ADSDPP Report / NCIP Report

Precondition

Cartwheel adopts this

management plan

Collaboration established

with NCIP and othergovernment agencies


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C it / M ti ti t

How stakeholders are affected by the main problem?


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Stakeholder How is the stakeholderaffected by the problem?

Capacity / Motivation to

participate in addressing the

problemRelationship with

other stakeholders1. LGU Potential income is not

realized Fund sourcing Give directions to otherstakeholder2. BLGU Potential income is not

realized Provide counterpart Sympathetic with thehouseholds and canbe source of

information3. RHU Additional workload Right agency to address the

problem Close coordinationwith the barangay4. DAF Additional workload Responsible agency for farming

technology Supervise and monitorthe beneficiaries5. Households Directly and most affected Interest and willingness to

participate in the program Dependent ongovernment agenciesand dependent only on

available resources6. HKI Willing to address the

problem Maybe able to provide assistanceto the program Coordinate with theLGU and otherstakeholders

7. Other

donors Willing to address the

problem Maybe able to provide assistance

to the program Coordinate with the

LGU and otherstakeholders

Expected effect of possible project interventions among stakeholders


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Stakeholder Stakeholders mainobjective Positiveimpact/benefits Negativeimpact/costs Net Impact

1. LGU Address the problem

Reduce the

incidence of

malnutrition among

children ages 5 and

belowSlow realization of

result

Long-term

weight

improve,

decrease

morbidity

rate,availability of

sources of

nutritious

food

2. BLGU Address the problem

3. RHU Implement what ismandated by law

4. DAF5.

HouseholdsImprove health

condition6. HKI Help and assist

project

implementation7. Other

donors