1. Welcome to
a 1-day course
“Understanding and
Producing Good Logframes”
14th March 2013
NIDOS Training Programme, Glasgow
Jill Gentle
www.nidos.org.uk

2. Aims of the day
 To enable all attendees to understand the terminology
used in a basic logframe (mainly using DFID/SG format)
 To expose each attendee to at least 3 example logframes.
 To give each attendee the opportunity to input directly into
developing a logframe (i.e. from problem tree analysis to
final completion of a logframe)
 To ensure all attendees are made aware of some of the
advantages and disadvantages of the logframe approach.

3. Agenda
 9.30 Registration
 10.00 1. Introductory Session
 2. Background on logframes
 3. The logframe explained
 11.00 Break
 The logframe explained (cont)
 4. Building a logframe from scratch
 1.00 Lunch
 2.00 Building a logframe from scratch and
5. Small Group work
 3.15 Break
 3.30 6. Round up and final tips
 7. Final questions and evaluation
 4.45 Close

4. My experience
includes..... Sierra Leone
Cameroon
Senegal
Mali
Chad
Niger
Liberia
Ivory Coast
Kenya
Uganda
Tanzania
Ethiopia
Angola
Brazil
Bolivia

5. Session 2
Firstly, some
background.....

6. A logframe can look something like this….
Means of Verification
Objectives & (or data relating to
Indicators baseline, milestones Assumptions
activities and targets).
Impact
Outcome
Outputs
Means Cost
Activities
6

7. What is a project?
Project = “A time-bound intervention that is
carried out to meet established objectives
within cost and schedule, and is a collection of
one or more activities and usually involves a
single sector, theme or geographic area. It may
involve multiple stakeholders and institutions”.
(World Vision, 2008)

8. …Or can include different
terms.
Don’t over-focus on the language and the variations in the various
logframe models. Just use the format which the donor/NGO requires.
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.

9. Background on the logframe
 Also known as the ‘logical framework matrix’ or ‘approach’ (LFA).
 Started in 1960s by USAID. Now used by most major donors.
 Whether we realise it or not, we often work and think in ‘projects’ and
every project can benefit from a clear plan, goal, aim, etc.
 The skeleton. The backbone. The nuts and bolts. The front page.
 Presents the project information in a systematic and logical way.
 Gives a clear, simple and concise summary of what the project will
achieve.
 Provides a basis for monitoring and evaluation, over the project
lifetime. Will help to see if the targets are being achieved.
 Write the logframe first. Test the logic and ensure a good design
before completing an entire funding application.
 The marmite factor - People often love logframes or hate logframes.

10. Logframes should not be…
 …Written by one person.
 “A major advantage of the LFA, if used properly, is that it
encourages a harmonised approach with partners and other
donors”. (DFID, 2011)
 …Full of jargon that no one understands
 …Written just to keep the donor happy
 …Covered in dust. Tip - Keep it a living document,
i.e. review and amend it regularly and use it to
monitor project progress from start to end.
Remember, it is tool primarily to help the project (and
all the staff), not to help the donor.

11. Logframes should be…
 …Written with input from stakeholders and
beneficiaries, using a lively and interesting process.
 …Useful from the start to the end of the project.
 …Understandable by all involved and able to
incorporate the view of all stakeholders.
 …Interesting to write.
 …Concise. Tip – Don’t exceed 3 sides of A4 in Word.
SG/DFID guidance is… “don’t exceed 155 spreadsheet
lines in excel”. (That’s a lot of lines).
 …Easy and understandable for anyone to read, who
picks it up for the first time. Simple, logical, clear,
concise and free of jargon. Tip – give your final draft to
a colleague/friend to read, who has not seen it
previously, before sending it to the donor.

12. Disadvantages of the logframe
 In some cultures, the logframe can be seen as too wordy,
too academic, too difficult and too ‘Western’.
 Risk of applying the framework too rigidly and losing
creativity and innovation.
 It can seem impossible to capture all things in an excel
table and ‘box’ format.
 It can be time-consuming and seem like a box-filling
exercise to please the donor.
12

13. To summarise, why a training on
‘logframes’?
 9 out of 10 donors prefer them!
 It is just one tool which enables good analysis of the
problem, with an opportunity for all involved to agree
on terminology, activities and methodology.
 It is a tool which helps to organise all ideas and plans
of the project, in a clear way.
“Clear objectives and stakeholder commitment drive
successful projects.”
World Bank

14. Activity Time

15. Session 3
The logframe
explained.....

16. What information should I
include in a LF?
Firstly, think of your project in terms of ...
THE IMPACT: Explain the bigger picture that your
project will contribute towards
YOUR PROJECT OUTCOME: Specifically,
PLAN explain what your project will achieve, by when, where IMPLEMENT
and who will be affected. Contribute to MDGs (GPAF)
YOUR PROJECT OUTPUTS: List the
impact/results which your project will have.
YOUR PROJECT ACTIVITIES List the
activities which your project will actually do.
We only do the activities – all of the above will follow.

17. Completing the first column of the LF
Project
Description
Impact The ‘big picture’ to which this project will contribute, i.e. normally at
national or sector level. This will not be achieved solely by this project.
One statement: Use wording such as “To contribute to, to reduce, to improve…” “To
contribute to a reduction in population growth.” or “To reduce extreme poverty in Burma”
Outcome The overall purpose of this project. In one sentence, state what will ‘come
out’ of the project, i.e. a summary of what will change and who will benefit.
One statement (<250 letters): Project purpose. Use wording such as “Increased,
Improved.. ”Effective use of modern contraceptives by eligible groups in village x increased”
”Effective
Outputs The specific and direct deliverables of the project, after activities have
been carried out. These are under the control of the project.
Max 6 statements: Use wording such as “...delivered/produced/changed, etc.” “Primary
health care clinics are equipped and functioning. Clinic staff are keeping regular records”
Activities The tasks that need to be carried out to deliver the above. We only ‘do’
the activities – the rest will follow if the logic is correct.
List activities under each outcome: Use wording (verbs) such as “Prepare, design,
construct, research…, etc.” “Train clinic staff in record keeping. Renovate clinic”.

18. Test the ‘if and then’ logic…
then the project will
contribute towards the
if the IMPACT
PROJECT OUTCOME
is achieved
then the
PROJECT OUTCOME
if OUTPUTS
will be achieved
are produced
then OUTPUTS
will be produced
if ACTIVITIES
Start are undertaken
here

19. Start to build a
logframe
We will use the DFID/SG format
(see over…)

20. SG/DFID Logframe – The 1st page (in excel)

21. SG/DFID Logframe – The 2nd page is called
the Activity Log (in excel)

22. In reality, it is never quite as
simple as that.
There are certain
assumptions
we are basing our project
success on (final column)

23. Adding Assumptions

24. What do we mean by
‘assumptions’?
• These are external conditions/factors required for the success of the
project, i.e. They are beyond the control of the project.
• Think about relevant and probable factors which could jeopardize the
success of the project, at each level.
• Assumptions are worded positively, because they describe
circumstances required to achieve certain objectives, e.g. Children
have time to participate in programme, HIV/AIDS is recognised as a
problem that people want to address, peaceful elections.
• If an assumption is essential for the success of the project but is
unlikely to come to pass, it is called a ‘killer assumption’ – either
redesign the project or abandon the project!
• On the other hand, if an assumption is almost certain, don’t include it.
• Use the next diagram to help you...
24

25. The assessment of assumptions

26. Some examples of
Assumptions
Example of Assumptions for the Outcome Level (not required by all donors
at Impact level)
– Peaceful elections (e.g. Political)
– Stable economy (e.g. Economic)
Example of Assumptions for Output and Activity Level
– Management will be able to recruit skilled staff (e.g. personnel issues).
– Government will sign contract in a timely manner (e.g. legal or
administrative issues)
– Participation of stakeholders in maintaining the clinic (e.g. people issues!)
– Rainy season will finish by early May (e.g. seasonal factors)
– Seeds and tools will be delivered on time (e.g. export/import factors)
26

27. Again….test the ‘if and then’ logic
then the project will
contribute towards the
if the IMPACT
PROJECT OUTCOME is achieved
and the assumptions hold true
then the
PROJECT OUTCOME
if OUTPUTS
will be achieved
are produced and the
assumptions hold true
then OUTPUTS
will be produced
if ACTIVITIES
Start are undertaken and the
here assumptions hold true

28. Now build the
assumptions on your
logframe...

29. Question:
How are we going to measure the
success of our project?
Answer: The Famous Five
(i)Indicators
(ii)Baseline
(iii)Milestones
(iv)Targets
(v) Source
(From 2nd column onwards) 29

30. (i) Add Indicators (1st)
• Describe only what you are going to measure.
• Don’t include targets or set direction for progress. Neutral!
• Ask the question – “What will you measure?” not “What will
be achieved or what is the target of this project?”
• Disaggregate by gender (DFID advice)
• If the information referred to in the indicator cannot be
obtained, the indicator becomes useless and a new one
should be formulated.
Examples:
• Primary enrolment rate
for boys and girls
• Existence of child-
friendly chairs in
justice courts.
• Women as a % of
refugee camp
management.
• Number of new training
centres open to women
• Poverty rate in female-
headed households
• Policy on use of
common grazing land
• See standard list on CD

31. Tips on writing indicators
 Indicators can also be called OVIs (Objectively Verifiable
Indicators)
 Normally, indicators are completed at the level of the impact,
outcome and output only (but check donor guidelines first)
 Keep it simple! Write only 1-3 indicators for each output and
purpose
 Measure progress towards the achievement of the output (i.e.
don’t just repeat the completed activities!)
 Tip: Avoid reinventing the wheel – use indicators which exist.
 Participatory M and E – use data which can be collected by
stakeholders and/or beneficiaries.
 Tip: DFID have a list of suggested indicators. “Where they fit
neatly with the work you are undertaking, we would prefer
them to be used” (DFID, 2011) (included on course CD)
 Include qualitative and quantitative indicators (see over…)

32. Quantitative Indicators:
Expressed through numbers
 Units – the number of staff that have been trained
 Proportions – the proportion of the community that has access to
the service
 Rates of change – the percentage change in average household
income over the reporting period
 Ratios – the ratio of teachers to pupils in a school
 Scoring and ranking – the score out of five given by the project
participants to rate the quality of service they receive

33. Qualitative Indicators:
Expressed through narrative description
 Satisfaction – how participants describe their levels of
satisfaction with the project’s activities
 Standards – the extent to which training is recognised by the
appropriate authorities
 Practices and behaviour – the way practice has changed since
the completion of hygiene education
 Institutional change – the effect of new measures introduced to
improve the NGO’s accountability to project users

34. Indicators at the 3 levels...
 Impact indicators: These help to measure impact. Normally
collected at start/end of project only (e.g. at evaluation). Could also be
measured at a mid-term evaluation. Use appropriate, already-existing
sources such as Amnesty International, FAO, Transparency
International, World Bank, UN, national government reports, HDI Index,
etc. The project shouldn’t specifically measure this, but will take data
from already-existing reports.
 Outcome indicators: Measure the “outcome” of the project, e.g. Not
‘number of health clinics renovated’ but ‘outpatient utilisation rate’. Keep
asking ‘so what?’. What will change? Max 250 characters (DFID).
 Output indicators: Monitored regularly. Help to track if the activities
are being completed on time. Include in routine reporting (e.g. Monthly,
quarterly, semi-annual). “In previous versions of the logframe, the output
level indicators were often the most poorly completed elements of the
logframe” (DFID, 2011). Max of 3 indicators per output. See DFID
standard indicators (on course CD), e.g. % of health facilities that offer

35. (ii) Add Baseline data (2nd)
• Dictionary definition: A • “All projects should have
minimum or starting point used baselines at all levels before
for comparisons. they are approved” (DFID, 2011)
• Use exist data, where possible,
instead of carrying out new
research, surveys, etc.

36. It’s important to collect baseline
information...
 “ In exceptional circumstances, projects may be
approved without baseline data at output level, but
only where this is justified in the project
documentation and where there is sufficient
evidence to support delayed inclusion of baseline
data and where the project makes provision to
obtain baseline data within first 6 months of the
start date.”
 (DFID, 2011)

37. (vi) Add Milestones (3rd)
• Must be included where baseline data is available.
• Should be disaggregated by sex, where appropriate, with dates.
• “If you can measure it, you can manage it” (DFID, 2011)

38. (vi) Add a Target (4th)
• Must be included where baseline data is available.
• Should be disaggregated by sex, where appropriate.
• Ask yourself; “What will life look like at the end of
the project?” or “What will be different?”

39. Two examples of
Indicators, Baselines, Milestones and Targets
“As in all cases of complex social change, care should be taken not to be too ambitious
about what can be achieved over the lifetime of a project” (DFID)
Indicator Baseline Milestone 1 Milestone 2 Target
No. of people
employed in 30 50 55 60
local fishing (20 male, (30 male, (32 male, (35 male,
industry 10 female) 20 female) 23 female) 25 female)
(2014) (2015) (2016) (2017)
Existence of No policy Local A new Policy on use
policy on use supports the government proposed of common
of common use of common officials are policy is grazing land is
grazing land grazing land by persuaded to outlined and adopted by
project look into the sent out for local
beneficiaries. issue, and consultation. government.
There is no attend (2016) (2017)
consensus on meetings to
changes discuss.
required. (2015)
(2014)

40. (v) Add a Source (5th)
• Where will you get the information from, in order to demonstrate
the accomplishments made by the project?
• Data could be collected by/from another agency or project staff.
• Indicate when information will be collected, i.e. In annual
reports, monthly interviews.

41. Source
 Questions to consider, when thinking of how to gather the data:
 Do appropriate external sources already exist (e.g. national reports)
 Are these sources specific enough?
 Are they sources reliable and accessible?
 Are the costs for obtaining the information reasonable?
 As a last resort, should other sources be created?
 Try to use existing sources as much as possible
 If the information referred to in the indicator cannot be obtained, the
indicator becomes useless and a new one should be formulated.

42. Now build the Famous
Five on your own
logframe...

43. And finally...
Even more information is
required
 Impact Weighting: Put a % value next to each output to show how
much each output will contribute to the achievement of the outcome
(total of 100%), i.e. Shows relative importance of each output
 Inputs. Divided into two parts: (i) Money (£) – an estimate of the
proportion of the budget required for the delivery of each output and in
total for the achievement of the outcome. (ii) Human Resources –
estimate the proportional allocation of FTE (full time equivalent) inputs
(for which DFID funding is requested) per output and overall.
 Complete the Activity Log separately. This is not normally sent for
approval to DFID. Tip: Add another excel sheet, in the same document
as the logframe, to ensure they are linked well to each other.
 In the Activity Log include the risks. Risks are shown at activity level
only and rated at output level.
 Risk ratings need to be established for each output and should be
recorded as Low, Medium or High (see next slide on risk analysis).

44. Carry out a ‘Risk Assessment’
 How do we define ‘risk’?
 When we speak of risk, we really mean risk severity, i.e. The probability that a risk will
occur and the impact the risk will have on the project if it materialises. So, we want to
find out...how severe is the risk if it happens?
 DFID request a rating of low/medium/high. Alarm bells will ring if lots of risks are ‘high’.
 How do we measure risk severity? Give it a score out of 25
 Risk Severity = (probability of risk occurring on scale of 1-5) x (impact of risk on scale of 1-5)
 Probability score of 1 = Low probability of the risk occurring
 Probability score of 5 = Very high probability of the risk occurring
 Impact score of 1 = Low negative impact on the project if it materialises
 Impact score of 5 = Very high negative impact on the project if it materialises.
 What is the difference between a risk and an assumption?
 We expect that an assumption will probably happen, i.e. Rainy season will start in June,
Government staff will attend meetings. It is likely that these things will happen.
 A risk is the likelihood of a special event occurring which has a negative impact on the
project. We anticipate that the risk won’t happen, but if it does happen, it could
jeopardise the project success. Risks are crucial to identify, e.g. Tools delivered late,
parents won’t attend meetings, etc. Ensure the majority of risks are ‘low’.

45. The order for normally completing
the boxes is shown below….

46. Continue to build your
own logframe

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

48. Session 4
Building a logframe from
scratch.....

49. How do we start to write a LF?
A typical process could look like this:
• Carry out a Situational Analysis, then...
• Carry out a Stakeholder Analysis, then...
• Do a Problem Tree Analysis, then...
• Do a Objective Tree Analysis, then...
• Write the Logical Framework Matrix and then...
• Execute the project and...
• Carry out Monitoring and Evaluation

50. Situational Analysis
A document is created which describes the situation surrounding the
problem. The source could be a feasibility study, a pre-appraisal
report, or be a compilation done specifically for the project design
workshop. Typically the document describes the potential problem
situation in detail, identifies the stakeholders and describes the
effects of the problems on them.
“The best logframes are built upon clear stakeholder
involvement. A participatory team approach is critical in
developing a viable project proposal with a robust logframe”
(DFID, 2011)
50

51. Stakeholder Analysis
A stakeholder is any individual, group or organisation with an
interest in the outcome of a programme/project.
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.
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 interest and expectations of persons and groups that are
important to the success of the project
(chicken and egg)
51

52. Step by Step Guide to a Problem
Tree
Step 1: Identify a problem, e.g. one frequently mentioned by SHs, one
which keeps getting raised in other projects reports.
Tip: State an existing negative situation (e.g. Poor health
provision), not the absence to a problem (e.g. No health centre)
Step 2: In small groups, participants list all causes of this problem (not
imaginary, but actual). Use one card for each cause.
Tip: Divide into small groups of men, women, children, etc.
Step 3: In small groups, participants list all effects of this problem (not
imaginary, but actual). Use one card for each effect.
Tip: Divide into small groups of men, women, children, etc.
BUILD THE PROBLEM TREE
Step 4: In one big group, jointly place the effects (branches) and causes
(roots) on the ‘tree’ and group together similar cards.
Step 5: Through facilitated discussion, 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 cause-effect heirarchy of the problem.
Ensure everyone agrees when moving cards.

53. Problem Tree
EFFECT
CAUSE
53

54. The Problem Tree Analysis
To work well, this relies on :
 Group-based inter-action e.g. workshop format
 Participation of key stakeholders, from all levels.
 Good facilitation of the process
 Agreed consensus on problems, causes and effects, with
active involvement and participation.
 Division of men, women and children into separate
groups.

55. From Problems to Objectives
 Transform the ‘problem tree’ into an ‘objective tree’. How?
 The problem statement converts into a positive statement to give the
project outcome, e.g. ‘lack of sufficient water’ (problem) becomes
‘improve water supply’ (outcome). Tip: Turn the card over and write
on the back.
 The branches (causes) show the end which is desired (i.e. convert
effects to outputs). For example, ‘contaminated water’ to clean water’.
 The roots show the means to achieving the end (i.e. convert the
causes to activities). For example, ‘lack of technical people’ becomes
‘train/employ more technical people’.
 Tip: The ‘problem tree’ is probably never going to be the same for
different groups and at different times, so see it more a device to
broaden thinking than a definitive project determinant. For example,
‘lack of sufficient water’ could either be a ‘cause’ or an ‘effect,’
depending on the situation and participating group, and the project
objectives and tasks would be different for each.
55

56. The relationship between the problems
tree and the objective tree
PROBLEM TREE OBJECTIVE TREE
 Focal problem Project Outcome
 Effects Output
 Causes Activities
56

57. PROBLEM TREE: BUS EXAMPLE
Loss of
Effects confidence in bus
company
Passengers hurt People are late
or killed
Frequent bus
Core problem accidents
Drivers not Bad conditions of Bad road
careful enough vehicles conditions
Causes
Vehicles too old No ongoing
maintenance
57

58. OBJECTIVES TREE:
BUS EXAMPLE
Customers have a
Outputs better image of the
bus company
Less Passengers
passengers hurt arrive at
scheduled time
Frequency of bus
accidents
considerably
reduced
Purpose
Drivers drive Keep vehicles in Improve road
carefully and good condition conditions
responsibly
Replace old vehicles Regularly maintain
Activities and check vehicles
58

59. So, what do we include in our
logframe?
 As this process can result in projects which are too
ambitious, it is therefore important to help the group
focus on what can be achieved.
 Participatory Ranking can help to prioritise and focus
project activities. Tip: Use stones, bottle tops or sticky
dots. Participants are asked to place 4 stones on their
top priority, 3 on their 2nd priority, 2 on their 3nd
priority, etc, etc. Or place one dot on the most important
issue to address, etc, etc.
59

71. What would you like to work on?
1. Work on a logframe/project design you brought with you.
2. In a small group, take an idea (from your job or a new yrs
resolution) and design a new project, from problem tree to
objective tree to logframe. Or just design a logframe.
Practice makes perfect.
3. Complete a logframe jigsaw.
4. Write an action plan on how you will apply your learning
when you get back to the office.
5. Read some of the material available.
6. Review your/any logframe using the DFID checklist.

72. Session 6
Round up and final tips.....

73. Feedback from DFID CSCF
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

74. Feedback from DFID CSCF
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.

75. Feedback from DFID CSCF
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").

76. Feedback from DFID CSCF
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.

77. Feedback from donors...
 “The art to developing a good logframe is to make it specific and
clear, but not too long”.
 IFAD, 2002
“We look for
 Clear hierarchy of and linking between impact, outcome, outputs
and activities.
 Clear, concise and accessible statement of all key components of a
project.
 Clarify on how the project is expected to work and what it will
achieve.”
 DFID , 2010

78. Logframes: Common problems
from a donors perspective
 Confusion of impact and outcome
 More than one outcome statement
 No numbering
 No logical hierarchy within the logframe (activities should be linked
to outputs, outputs linked to the outcome and the outcome
contributes to the impact)
 Indicators which are not clear or measurable
 Narrative and logframe don’t match up
 Poor analysis of risk and assumptions and the hierarchy in relation
to the intervention logic.
 DFID , 2010

79. Other donor feedback...
 Activities are relatively few and do not convincingly lead to
the outputs.
 The outcome is 3 statements.
 The outputs don’t have measurable indicators.
 Capacity building of partner is not addressed specifically.
 There is no clear indicator for policy change.
 No disaggregation by gender or other categories, e.g.
disability.
 The outcome statement does not reflect the analysis in the
narrative.
Quote from DFID - “We are not fixated with formats (are you sure?!?!). If
partners develop equivalent monitoring frameworks that include all the
information required by DFID’s own format, we do not need to insist on
using our own matrix. It is the information contained within it that is
essential”. (2011)

80. More donor feedback...
 A large number of applicants did not provide sufficient detail
about the findings of the needs analysis and did not show
how the project will address these needs/problems.
 Some applicants didn’t understand the distinction between
outputs and outcomes.
 Some proposals didn’t show enough detail on the activities.
 Only 35% of applicants designed coherent projects.
 Proposals that provided more detailed project plans generally
scored better as this allowed assessors to understand the
logic behind the project.
 In general, exit strategies were the weakest component of
the proposals.
 It is important to complete all elements of the logframe.
Some sections were incomplete, especially at outcome level.
(Independent Assessment of Scottish Government
Malawi and SSA Funds, July 2012, IOD Parc)

81. Guidance from DFID for GPAF logframes

82. Typical problems
 Beneficiaries not clearly identified
 Problems identified as important are not
those of the intended beneficiaries
 Objective structure poorly developed
 Multiple project outcomes
 Assumptions not developed
 Indicators not developed

83. Practical hints
 Use reference numbers in the table
 Write clear statements
 Avoid just rephrasing statements at other levels
 Keep the statements short and concise
 Don’t complete the LF on your own
 Use post-it’s or cards, to move around
 Ask an outsider to test/review the logic on the
final logframe (eg. Peer reviews).
 Engage with the donor in other ways too (see
handout)

84. Supplement the logframe with the use
of other tools, e.g. Project Timeline
84

85. Thanks for staying until the end.
www.nidos.org.uk
Please don’t forget to hand in your
evaluation forms.
Contact details:
Jill Gentle
Independent Consultant
Any final (specialising in project management, participatory
tools, community development methodologies)
questions?? writetojilluk@yahoo.co.uk
07773 016356 or 01908 316950