2. The Logical Framework

MINISTRY OF EDUCATION AND TRAINING
TONGA
MONITORING AND EVALUATION
STRATEGY
Participatory M&E
THE LOGICAL FRAMEWORK
by
Vilimaka Foliaki
Monitoring and Evaluation Advisor
Tonga Education Support Program, Phase 2
NOVEMBER 17, 2015

Table of Contents
The Logical Framework Approach (LFA) ............................................................................................................1
LFA: The theory behind the Logframe .................................................................................................1
A brief history of the Logical Framework Approach (LFA)...................................................................1
The Logframe.......................................................................................................................................2
The Logframe columns...............................................................................................................................2
Logframe Rows: .........................................................................................................................................4
Summary of the Logframe .........................................................................................................................5
Why use a Logframe?.................................................................................................................................5
Log frame Sample ................................................................................................................................6
Testing the logic of the Logframe ........................................................................................................8
Vertical logic test........................................................................................................................................8
The zigzag logic test ...................................................................................................................................9
.................................................................................................................................................................10
Why is a Logframe important? ..........................................................................................................11
Logframe Template............................................................................................................................12
References .......................................................................................................................................................14

M&E STRATEGY: THE LOGICAL FRAMEWORK 1
The Logical Framework Approach (LFA)
LFA: The theory behind the Logframe
This section suggests a structural format for Logical frameworks (LF) or Logframes for all kinds of develop-
ment activity in the Tonga Ministry of Education and Training (MET). This format follows the Logical Frame-
work Approach (LFA) developed in 1969 by the U.S. Agency for International Development (USAID)
(Practical Concepts Incorporated (PCI), 1979).
The LFA is a model or approach used in planning, implementation, and evaluation (of development initia-
tives such as projects, programs, policies, etc.). Basically, this model is grounded on the belief that success
(in development initiatives) requires that key stake-
holders (especially managers and implementers)
must first have a sound understanding of, as well as
the logical connections between, the following man-
agement questions:
1. What is it to be accomplished and why?
2. What does success look like and how can
this success be measured?
3. What is it to be done to be successful?
4. What are the external factors which could
influence progress?
A brief history of the Logical Framework Approach (LFA)
In 1969, as a result of a stock-take analysis of its development programs, the USAID uncovered three (3)
problem areas that hindered success:
 Problem 1: Poor design and Planning was vague
There were no clear relationships between objectives and the activities used.
 Problem 2: Management responsibility was unclear
Managers felt there were too many factors outside their control. Consequently, they were reluc-
tant to be responsible for the results.
 Problem 3: Evaluation was an adversary process
Due to lack of clarity in the design process, evaluators used their own strategies based on what
they believed to be ‘good’ and ‘bad’. As a result, the evaluation results became a basis for disagree-
ment and argument.
The USAID then commissioned a consulting company, the Practical Concepts Incorporate, to develop a
strategy to solve the above problems. The LFA is a product of this initiative.
The LFA has become a widely used model for development project management in reputable organizations
including AusAID, World Bank, GIZ, SIDA, NORAD, EC, UNDP, etc.
There are separate sections each on Prob-
lem analysis, Stakeholder Management,
SMART Goals and Objectives. Please refer
to these sections for further information
relevant to M&E.

The Logframe
The word logframe is a shortened form of the word Logical Framework.
It is a document showing a matrix which summarises what a development initiative intends to do and how,
what the key assumptions are, and how outputs and outcomes will be monitored and evaluated (See Table
1 – The Logframe sample).
The Logframe columns
The Logframe provides a summary of the answers to the four (4) management questions posed earlier. For
example:
1st Column: Description of events
This contains a narrative description of a hierarchy of objectives, beginning at the bottom from what the
initiative will do (inputs → activities → outputs) to what it will seek to achieve at the top (purpose → goals).
Note: This column describes clearly the answer to questions 1 and 3 above:
Question 1: What are we trying to accomplish and why? → →→ Outcomes - Goals
Question 3: What are we going to do to be successful? → →→ Inputs – Activities – Outputs
2nd Column: Indicators
This column serves as basis for M&E. It out-
lines key indicators and informs how they are
going to be monitored and evaluated. Note
that this column is an attempt to answer ques-
tion 2 above:
Question 2: What does success look
like and how do we measure success?
→→ measure Indicators.
This columns lists indicators of success which
shows that we have a sound understanding of
what success looks like (our desired results).
Once the Logframe has been completed, the
Indicator column serves at the foundation of
an M&E Plan
Indicators are variables (or ‘things’) that show that a de-
velopment initiative or object of evaluation has made the
desired impact.
Note: Indicators are often confused with targets. The dif-
ference is this: while a target specifies a level or extent of
achievement (e.g. a decrease in school drop-out rate), an
indicator does not specify any level of achievement (e.g.
school drop-out rate). For example:
 Drop-out rate is the indicator.
 A decrease in dropout rate is a target.
 A 10% increase in enrolment is a target.

3rd Column: Means of Verification (MoVs)
This column identifies the sources of information or data which we can use to assess progress. This column,
together with column 2, completely answer question 2.
Question 2: What does success look like and how do we measure success? →→ Indicators – Means
of verification.
The drop-out rate (indicator of success) can be calculated using data from the Exams Unit (Means
of Verification). We decide the success we desire (e.g. 0% drop-out rate).
4th Column: Assumptions and Risks
This columns lists the assumptions and risks which must be considered carefully. This columns describe an-
swers to question 4:
Question 4: What are the external factors which could influence the project’s progress?
Planning for M&E is one area of work
where it is absolutely important to be
aware of key assumptions and risks.
This is so because it is impossible to
control the scope of the work for which
the M&E system or process is made.
Factors which are outside the scope of
the work can affect progress.
Assumptions and risks are external fac-
tors which could influence progress:
 Assumptions benefits an initia-
tive when they hold true;
 Risks affects an initiative in a
negative way when they hold
true.
Managers and M&E officers must carefully monitor and manage assumptions and risks.
Example of an assumption
A curriculum project can produce new curriculum materi-
als. However, these new curriculum materials will impact
children learning if the content and language are at the ap-
propriate levels and are understandable by students.
Thus an important assumption would be: The content of
the new curriculum is appropriate to the children’s maturity
and experience.
So, the project benefits if this assumption turns out to be
true. But if it turns out to be wrong (i.e. content is not ap-
propriate), the project suffers.

Logframe Rows:
The rows represent three levels of results: Outputs, Outcomes, Impact.
Row 1: Goals or Impact
Goals are also referred to as Impact. This is the long term effect the work contributes. For example: In edu-
cation, improved literacy rate is an impact or goal – of the work that we do in different areas of the MET; an
improved Human Development Index is the goal for all government ministries in Tonga.
Row 2: The Outcomes
The Outcomes are also known as Purposes. These are the effects the outputs make on people and organisa-
tions. For example, consider a curriculum project.
 Outputs – these are the immediate results such as ‘improved teaching and learning materials’
 Outcomes – these are the effects of the above outputs of students and teachers – for example ‘im-
proved exam pass rate’.
Row 3: The Outputs
This row contains the deliverables or tangible things the development initiative produces. As shown above,
outputs are basically what an initiative puts out. The outcomes are the changes which are brought about by
the project outputs.
Row 4: The Activities
This row contains the activities that the project will undertake to produce the outputs (in Row 3).
Other rows can be added under Row 4. For example:
Row 5: Resources
Row 6: Budget

Summary of the Logframe
As mentioned earlier, the logframe provides a summary of the answers to four management questions
posed earlier and are again listed below:
1. What is it to be accomplished and why?
2. What does success look like and how can this success be measured?
3. What is it to be done to be successful?
4. What are the external factors which could influence progress?
Why use a Logframe?
The columns and rows of a Logframe will ensure our design is logical and feasible. The Logframe ensures
that all activities are relevant and aligned to larger goals and objectives. The Logframe, together with an
M&E Plan, ensures that our work is within scope, on time, and within budget.
Refer to the Logframe sample on the next page.

Log frame Sample
EVENT
DESCRIPTION OF EVENT
(Column 1)
INDICATORS
Objectively, verifiable indica-
tors (OVIs)
(Column 2)
MEANS OF VERIFICA-
TION
(MoV)
(Column 3)
ASSUMPTIONS AND RISKS
(Column 4)
Goal (or Impact)
(Row 1)
All school-aged children (5- 18 years) in
Tonga have access to quality basic educa-
tion - this is inclusive of Early childhood
education (ECE) and Inclusive and Special
Education (ISE).
Out of school (OOS) rate – ECE
age, Primary Age, Secondary age
Participation in education (enrol-
ment)
Completion rate
National literacy rate
EMIS Office data
National statistics data
Schools register
ISE Task Force database
Standardized Test of
Achievement for Tonga
(STAT).
UNESCO Institute of Statis-
tics database.
Outcomes
(Row 2)
Improved enrolment ISE, ECE – Form 7
Improved teaching in ISE, ECE- Form 7
Improved educational services provided in
ISE, ECE – Form 7
Enrolment number – ISE, ECE,
Primary, Secondary
Attendance by enrolled students
Progression and promotion rate
Teaching Performance Appraisal
School register
EMIS
Exam results
Daily attendance record
Course evaluation results
ISE Task Force database
Teaching Performance Ap-
praisal results
Assumptions:
EMIS has the required information
or the capacity.
National Statistics Office has re-
quired data
All children attend formal educa-
tion
All births are registered
Outputs
(Row 3)
Five (5) New ECE classrooms constructed:
1x Central district
1x Eastern district
1 x Western district
1 x Pangai Ha’apai
1 x Neiafu Vava’u
Ten (10) new ECE teachers – two for each
of the above classrooms
New classrooms
New relief-teacher system
New teachers
ISE Taskforce Unit (Staffing and
housing)
In-service Teachers PD pro-
gramme (courses and curricu-
lum)
Planning documents
Photographs
Physical visit
Course outlines
Attendance list
ISE Unit workplan and re-
ports
Financial statements
Assumptions
There are teachers with qualifica-
tions in the target levels of educa-
tion
Teachers can teach (students can
learn)
Students will attend school

Established Teacher In-service Profes-
sional Development Program
Established ISE taskforce and Unit
Established ISE Staffing System Support
ISE Unit working with commu-
nity-based institutions
Established SIE Support system
(e.g. Funding/salary arrangement
between government and com-
munity)
Normal, peaceful sociopolitical en-
vironment.
Activities
(Row 4)
Construct five (5) New ECE classrooms:
1x Central district
1x Eastern district
1 x Western district
1 x Pangai Ha’apai
1 x Neiafu Vava’u
Recruit ten (10) new ECE teachers – two
for each of the above classrooms
Establish a Teacher In-service Professional
Development Program
Establish a ISE taskforce and Unit (3-5
staff): to promote understanding of the
right to education, society acceptance and
positive mindset towards children with
disabilities.
Establish a ISE Staffing System Support to
community/NGO-based Special Education
institutions.
Bidding advertisements
Construction Plans
Advertisement for new teachers
Planning meetings
Planning documents
Newspapers
Reports and minutes
Course outlines (for pro-
fessional development).
Assumptions:
There are qualified construction
companies – trustworthy, have the
required skills and people.
There are existing teachers with ex-
perience outside the teaching
force.
Parents will bring children with dis-
ability to school
Timely procurement and approval
Normal, peaceful sociopolitical en-
vironment.
Fine weather
Table 1 Logframe sample:

Testing the logic of the Logframe
While developing a Logframe, it is advisable to constantly test its design logic to ensure the feasibility of the
operation. This ensures that:
 Inputs (resources utilized in activities) are necessary and sufficient.
 Activities are relevant and sufficient for the outputs.
 Outputs are relevant and sufficient
 Outputs and assumptions are sufficient to produce the desired outcomes.
 The goals, outcomes, outputs and activities are clearly stated.
Vertical logic test
Step 1: Begin at the bottom in the ‘Activities’ cell and move up the column to Outputs, Outcomes, and
Goals/Impact (as shown below).
Step 2: Based on your test, consider revising an activity if it does not link well with the results (output, out-
come, impact) that it is supposed to produce.
Figure 1: Vertical logic test

The zigzag logic test
Begin in the Activities cell (as for the Vertical logic test), and select one activity at a time, and just follow the
arrows in the diagram below. Repeat for the next activity.
“IF these activities are implemented AND these assumptions hold true, THEN these outputs are pro-
duced. IF these outputs are produced, these …” so on until the Impact level is reached.
While carrying out the logical test, where necessary adjust the Logframe to overcome logical flaws (such as
unfeasible/unlikely relationships) amongst various levels of the framework.
Also refer to the diagram on the next page.
Figure 2: Zigzac logic test - testing both vertical and horizonal logics at the same time. START from bottom left corner and
follow the arrows until you reach the top-left corner.

M&E STRATEGY: THE LOGICAL FRAMEWORK
10
Table 2: Zigzac logic test – using a more realistic Logframe example

M&E STRATEGY: THE LOGICAL FRAMEWORK
11
And again, while carrying out the logical test, where necessary adjust the Logframe to overcome logical
flaws.
Why is a Logframe important?
There are two key words to focus on while considering the importance of a project Log frame: Logical and
Framework:
 Logical – means clear, sensible, or sound.
 Framework – refers to the basic structure (without the fine details).
A Logframe has the above two characteristics. As a document, the Logframe describes the key and basic
elements in a manner that is both clear and logical. The Logframe is ‘logical’ due to the meaningful connec-
tions between the elements in the cells of the matrix.
Compared to many other lengthy planning documents, the Logframe:
 Is simple to understand and is not unwieldy to work with. For this reason, key parties such as de-
velopment partners (e.g. AusAID, NZAid), CEOs, and Ministers prefer a Logframe.
 Translates the more theoretical Logical Framework Approach into actionable work-plans. For ex-
ample, the Lograme serves as the basis for data collection plans, M&E plans, and activities.
 Adequately emphasizes the importance of assumptions (and risks). While many project documents
may group all assumptions together for discussion under a particular section, the Logframe aligns
assumptions to specific activities and results that they apply. The Assumptions are important as
they help to clarify the degree to which a project activities depend on external factors.

Logframe Template
EVENT
DESCRIPTION OF EVENT
(Column 1)
INDICATORS
Objectively verifiable in-
dicators (OVIs)
(Column 2)
MEANS OF VERIFICATION
(MoV)
(Column 3)
ASSUMPTIONS AND RISKS
(Column 4)
Goal (or Impact)
(Row 1)
Clearly but broadly describe the desired
long-term effects of the project or pol-
icy or programme.
Examples:
Improvement in Tonga’s literacy rate.
More children are attending and com-
pleting school.
Improved educational quality
List down what should be
measured. Examples:
National literacy rate.
Access to education
Improved educational out-
comes
List the possible sources of in-
formation about the indicators.
For example:
Tonga Government Statistics
Department;
EMIS
SPBEA
Exams Unit
STAT results
Outcomes
(Row 2)
Describe the project’s central purpose
or outcome - which is a more specific
result that the project seeks to achieve
(in support of the above goal above)
This statement should clarify what will
be changed, and who will benefit. For
example: Improved access to quality
basic education.
As with the above, list
down the specific out-
comes that should be
measured. Examples:
Number of children who
have access to school
books
Number of children who
can read
For example:
School register
EMIS
STAT results
List the assumptions. For exam-
ple:
Teachers keep student record.
Curriculum is available to every-
one
There is quality curriculum and
teachers
Exam results truly reflects stu-
dents ability
Children attend school
Outputs
(Row 3)
List the ‘deliverables’- which are the ob-
servable, measurable changes, and tan-
gible products/services the project
team should be able to guarantee deliv-
ering. For example:
School books
A new bus
A new post or unit
List the tangle products
the project can produce or
the observable changes
that it can cause. For ex-
ample:
Number of school books
Number of new posts cre-
ated/filled.
For example:
CDU report
Printing report
Human Resources recruitment
record
EMIS
ple:
New curriculum are at appropri-
ate level of difficulty – lan-
guage/content used are appro-
priate.
Timely advertisement and filling
of new positions.

Increase in enrolment
Reduction in the proportion of children
who are not attending school.
Note: Outputs are delivered, usually a
specific date or dates.
Schools register Staff are satisfied and are com-
mitted
No major disaster (fire, hurri-
cane, etc) occurring.
Activities
(Row 4)
Define the main tasks that need to be
carried out in order to achieve the out-
puts. For example:
Development and production of a Pu-
pils’ book for Form 4 Science.
Professional Development workshops
on Staff Performance Appraisal.
Professional Development workshops
on Planning and Management in the
school.
Etc., etc., etc.,
Note: The project utilizes its inputs (e.g.
resources) in the activities.
Clearly describe the main
activities that the project
will carry out to achieve
the outputs. For example:
Develop (write, print) new
curriculum
Conduct a series of train-
ing workshop on SPA
Conduct a series of profes-
sional workshop on Plan-
ning and Management
Create a Relief-teacher
system
For example:
CDU report
Meeting minutes
Ministry reports
Workshop notes and power-
point
Human Resources record
ple:
All curriculum writers are
healthy
All curriculum writers will write
every day;
Workshops will run smoothly
Approval granted
‘Normal’ peaceful sociopolitical
environment

~ 14 ~
References
Catholic Relief Society (CRS). (2008). Monitoring and Evaluation Planning. Monitoring and Evaluation Short
Cuts: Guidelines on Monitoring and Evaluation Planning.
Communication for Social Change Incorportaed. (2005). Who measures change? An introduction to
participatory Monitoring and Evaluation of communication for social change. Retrieved from CFSC
Home: http://www.communicationforsocialchange.org/
Folley, E., Mishook, J., Thompson, J., Kubiak, M., Supovitz, J., & Rhude-Faust, M. K. (2008, January). Beyond
Test Scores: leading Indicators for Education. Retrieved from Annesberg Institute for School
Reform: http://annenberginstitute.org/publication/beyond-test-scores-leading-indicators-
education
Government of Tonga. (March 2015). Tonga Srategic Development Framework II: A more progressive Tonga
- enhancing our inheritance 2015 - 2025. Nuku'alofa: Government of Tonga.
Kaagan, S., & Smith, M. S. (1985). Indicators of Educational Quality. Educational Leadership.
Lewis Grant Associates. (n.d). Logical Framework Approach. Retrieved from LGA - We help you achieve your
objectives: http://lgausa.com/top_page.htm
Practical Concepts Incorporated (PCI). (1979). The Logical Framework: A manager's guide to a scientific
approach to design and evaluation. Retrieved from USAID: From the Americal People: Development
Experience Clearinghouse: https://dec.usaid.gov/dec/home/Default.aspx
Wikipedia. (2015). Project Management. Retrieved from Wikipedia:
https://en.wikipedia.org/?title=Project_management

2. The Logical Framework

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