UNIT 3:LOGICAL

FRAMEWORKS

Creating a Program Framework

 Learning objectives

• At the end of this unit, the student should be

able to:
• Differentiate between program, project and
intervention
• Understand what is logical framework
• Describe the basis of a logical framework
• Understand the guidelines for developing
effective logic models

Unit 1: Slide 2
 Program, Project, Intervention
• Program – organized effort to respond to a
broad social problem (typically organized at
national level)
• Project – specific set of activities with specific
objectives that contribute to the overall objective
of a program or institution; organized at sub-
national level
• Intervention – sometimes same as project,
sometimes a specific sub-set of program or
project activities
Unit 1: Slide 3
 All Programs, Projects and
Interventions have:
• Goal/Objectives (implicit or explicit)
• Intended outcomes
• A Target population
• Mechanisms to deliver services
• A “theory of change”
 Even if only implicit …
 Explicit – conceptual framework that provides
rationale for programme existence
 Theory of change is important for M&E

Unit 1: Slide 4
 Simple Project Cycle

Develop measures
of objectives

Create activities to
Implement activities
achieve objectives

Create/revise Monitor activities

specific
objectives

Evaluate impact:
Identify
Reconsider objectives
project goals
and activities

Develop
project vision
Unit 1: Slide 5
 Example: VCT Centres

M&E plan: Identify indicators to

be measured routinely. Develop
timeline for evaluation/review

Activities
1. Rent space for centre Open centres, test men
2. Hire counsellors
3. Promote services, etc

Produce weekly reports

Objective: Open 3 new VCT
centres near shabeens

Goal: Increase accessibility of

Annual review of objectives:
VCT services to men
Look at monitoring data, HIV
prevalence rate in area, other
data on impact
Vision: Men in Khomas region
know their HIV status
Unit 1: Slide 6
 What are Frameworks?

Frameworks are models, pictures or maps that

describe the intervention and the monitoring and
evaluation activities necessary to ensure success
• Help to visualize factors that drive an intervention
• Illustrate how a program should work
• Identify relationships between factors that influence
program operation
• Identify the successful achievement of objectives

Unit 1: Slide 7
 Why do We need Frameworks?

• To clearly understand big picture of project goals

and objectives
• Clearly defines relationships between project
inputs, outputs, outcomes, and impacts
• Requires a cause and effect logic to be used
while planning the project
• Clarifies planning, monitoring, managing and
communicating about a project

Unit 1: Slide 8
 Types of Frameworks

• Different types:
 Conceptual
 Logical
 Results based
• We will use logical framework in this course

Unit 1: Slide 9
 Logical Frame Work Approach

LFA is an analytical, presentational and

management tool which can help planners to:
• Analyse existing situation during project
preparation;
• Establish a logical hierarchy of means by which
objectives will be reached;
• Identify some of the potential risks;
• Establish how outputs and outcomes might best
be monitored and evaluated; and
• Present a summary of the project in a format.
Unit 1: Slide 10
 Log frame

• Is the product of a program/problem analysis

depicted in a matrix/format which summarizes:
- what the project intends to do and how,
- what the key assumptions are, and
- how outputs and outcomes will be monitored
and evaluated.

Unit 1: Slide 11
Log Frame Matrix Example:
Drinking Water Project

Unit 1: Slide 12
 Example of a Strategic (logical)
Framework (1)
• Vision: A healthy society with low HIV prevalence
rates
• Goal: Strengthen the district health system to
enhance the quality of HIV and AIDS care and
support services for PLWH and their families
• Objective 1: Ensure health care workers providing
care and support services are knowledgeable on
referral systems by July 2021
• Activities:
1. Develop guidelines for referral systems
2. Train providers on how referral systems work
3. Follow up with mentorship visits
Unit 1: Slide 13
 Example of a Strategic (logical)
Framework (2)
• Objective 2: Create at least one PLHIV support
group at each district
• Activities:
1. Develop guidelines for support groups
2. Train social workers on support groups
3. Follow up with visits

Unit 1: Slide 14
 Goals versus Objectives

• Goals are the long-term results of a programme

 Should not reflect process but instead the desired
behaviour, attitude or economic impact
• Objectives are the short-term, specific results of
a programme
• Objectives lead to a goal

Unit 1: Slide 15
 SMART Objectives

(S) Specific — Is it specific? Does it cover only one

rather than multiple activities?
(M) Measurable — Can it be measured or counted in
some way?
(A) Attainable — Is the objective actually doable?
Can we achieve this goal?
(R) Relevant — How important is this objective to the
work that we are doing? How relevant is it to
achieving our goal?
(T) Time-bound — Does the objective give a
timeframe by when the objective will be achieved,
or a timeframe during which the activity will
occur?

Unit 1: Slide 16
 Tips for Writing Goals and
Objectives
• Goals:
 We want to [action verb: increase, improve,
reduce] the [behaviour/practice/attitude]
of/among [whom]
• Objectives:
 I want to [action verb] the [behaviour/
practice/attitude] in [target area] by [results to be
achieved] by [timeframe]

Unit 1: Slide 17
 Inputs and Outputs

• Inputs - A set of resources (which may be

financial, human, technical, material and time)
required to undertake activities of a project to
achieve the planned results
• Output - Time-bound "deliverables" for which a
programme is accountable, and are necessary
to achieve the programme's purposes
 Obtained at progamme level through execution of
programme activities using programme resources

Unit 1: Slide 18
 Outcomes and Impact

• Outcomes - Results of a programme, such as

changes in use of information and services,
values and attitudes, etc.
• Impact - Long-term results of a programme,
such as changes in a situation, whether planned
or unplanned, positive or negative, directly or
indirectly, that a project affected

Unit 1: Slide 19
 Components of a HIV
Programme/Project
Population
Programme level
level

Inputs Processes Outputs Outcomes

Functions, Services Intermediate

Resources
Activities % of facilities offering Contraceptive use
Staff
Training service # of HIV+ on ART
Drugs, FP
Logistics % of communities
Supplies
IEC with outreach Long-term
Equipment
# of trained staff Infection rate
Utilization: Mortality
# of new clients Fertility
# of return clients

Unit 1: Slide 20
 Example

Vision In 2021, people living with HIV in our region have positive
mental health
Goal People living with HIV (PLWH) have psycho-social support
networks in each constituency in Khomas region

Objectives To start up and maintain 10 PLWH support groups in 10

constituencies in Khomas region by 2018

Key Activities 1. Identify host institution for support group in each

constituency
2. Train facilitators in each constituency for support group.
3. Recruit individuals to join support groups by handing out
pamphlets at clinics, hospitals, testing centers

Unit 1: Slide 21
 Summary of M&E Concepts

Indicator Example
Goal Impact Reduced HIV prevalence

Objective Outcome Safer sexual behaviour

Activities Output Teachers trained in life skills

education
Resources Inputs Money spent on life skills
programme

Unit 1: Slide 22
 In Class Activity

Put the following results statements in the correct

results level categories:
1. Access increased to food/nutrition sources;
resource centers built (including kitchens);
increased quality of life for OVCs; improved
nutrition of targeted OVCs
2. Improved quality of life of persons living with
HIV/AIDS; reduced stigma and discrimination;
increased knowledge and understanding of how
HIV/AIDS is (and is not) transmitted; course
curriculum developed for secondary schools
Unit 1: Slide 23