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Log framework

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An example of LOG framework

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Log framework

  1. 1. | P a g e A log frame (also known as a Project Framework) is a tool for planning and managing development projects. It looks like a table (or framework) and aims to present information about the key components of a project in a clear, concise, logical and systematic way. The log frame model was developed in the United States and has since been adopted and adapted for use by many other donors, including the Department for International Development (DFID). A log frame summarizes, 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? The Logical Framework is a simple tool which helps one:  organize one’s thinking;  relate activities and investment to expected results;  set performance indicators;  allocate responsibilities;  Communicate information on the project concisely and unambiguously. Logical framework matrix Narrative Summary Verifiable Indicators (OVI) Means of Verification (MOV) Important Assumptions GOAL PURPOSE OUTPUTS ACTIVITIES Inputs Hierarchy of Aims:  The GOAL is a bottom line condition of well-being of individuals, families, or communities. It is usually described in terms of quality of life improvement towards which the country program will contribute  The PURPOSE is determined by asking question “how will this goal be achieved”  The OUTPUTS are the deliverables through which the purpose will be achieved.  The ACTIVITIES are the main elements of component projects through which the outputs are achieved  Goal: The higher level objective towards which the project is expected to contribute (mention target groups)  Purpose: The effect which is expected to be achieved as the result of the project.  Outputs: The results that the project management should be able to guarantee (mention target groups)  Activities: The activities that have to be undertaken by the project in order to produce outputs.
  2. 2. | P a g e Steps for developing a logical framework:  Step 1: Define the Overall Goal to which your project contributes  Step 2: Define the Purpose to be achieved by the project  Step 3: Define the Outputs for achieving this Purpose  Step 4: Define the Activities for achieving each Output  Step 5: Verify the Vertical Logic with the If/Then Test  Step 6: Define the Assumptions related to each level  Step 7: Define the Objectively Verifiable Indicator (OVI) at Goal then Purpose, then Output, then Activity levels.  Step 8: Define the Means of Verification (MOV)  Step 9: Prepare the Performance Budget  Step 10: Check the Logical Framework using the Project Design Checklist  Step 11: Review the Logical Framework design in the light of previous experience Limitations to the Logical Framework approach:  It is not a substitute for other technical, economic, social and environmental analyses. It cannot replace the use of professionally qualified and experienced staff.  Rigidity in project management may arise when objectives and external factors specified during design are over emphasized  It requires a team process with good leadership and facilitation skills to be most effective.  The process requires strong facilitation skills to ensure real participation by appropriate stakeholders.  The whole culture of the Logical Framework can be alien. Logical Framework: Removal of critical skill shortage and generation of employment opportunities in the context of Bangladesh Employment and Unemployment situation in Bangladesh (including skill gap and required training) Employment is the main source of earning income and livelihood for most of the people of Bangladesh. Employment and poverty are closely related with each other. Poverty reduces with the augmentation in employment. One third of the households in Bangladesh still live below the upper poverty line and 17 per cent live in extreme poverty (HES-2010). Agriculture is still the dominating sector of the economy where 47.3 per cent of labor force is engaged (LFS-2010). The total labor force of the country is 56.7 million of which 69.6 percent is male (39.5 million) and the rest 30.4 percent is female (17.2 million). Most of the female labor force employed in household work which is not included in counting GDP. The rate of unemployment is 4.5 per cent. Number of day labor is 10.6 million, unpaid family helpers are 11.8 million, and rate of under employment is 20.3 per cent. The labor force employed in agriculture suffers from disguised unemployment and under employment.
  3. 3. | P a g e Labor Force and Employment Situation (Million) Sl.No. Year Labor Force Employed Unemployed 01 1995-96 36.1 34.8 1.3 02 1999-00 40.7 39.0 1.8 03 2002-03 46.3 44.3 2.0 04 2005-06 49.5 47.4 2.1 05 2010 56.7 54.1 2.6 The Existing Skill Gap by Sector Sector Existing Skill Gap Agro-Food Overall: 76%Skilled: 77%Semi-Skilled: 75%Unskilled: 75% Construction 20000 Health Care Nurses: 96,000Medical Technicians: 82,000 Hospitality and Tourism Skilled:37,000Semi-Skilled:62,000Unskilled:126,000 ICT 88,000(Gap is 40% ) Leather Goods Unskilled: 6,935Semiskilled:6,664Skilled: 62,246 Light Engineering Overall: 35.97%Skilled: 43.3%Highly skilled: 25% RMG Unskilled: 8,577Semi-skilled: 48,130Skilled: 119,479 Future Training Needs Sector Training needed (2020/2021) Training needed (2025/2026) Agro-Food 15000 21000 Construction 1,220,000Skilled: 54%Semi-Skilled: 46% 1,600,000Skilled: 53%Semi- Skilled: 47% Health Care 41000 25000 Hospitality and Tourism 144000Skilled: 24000Semi-Skilled: 39000Unskilled: 81000 164000Skilled: 28000Semi- Skilled: 46000Unskilled: 94000 ICT 100000 1059000 Leather Goods 108000 150000 Light Engineering 309000 423000 RMG 1547000 2117000 Shipbuilding 39000 53000 Technical education has direct relationship with employment. More technical job oriented education system should be introduced .Technical education centers are to be set up for the people who want to go to foreign countries for employment. Removal of skill shortage also can reduce this critical situation in Bangladesh and the logical framework is based on the removal of shortage of skill and increase employment opportunities in Bangladesh. The Logical Framework Matrix is drawn below:
  4. 4. | P a g e Narrative summary Indicators Means of verification Assumptions Goal: Removal of critical skill shortage and generation of employment opportunities. Overall objective Contribute to economic development by removing critical skills shortages and generate employment opportunities, especially for youth  Economic growth by sector  Unemployment rate, youth and others  National accounts and Industry statistics  Labor force statistics  The political and economic situation is stable and conducive for business developm ent  Global economic developm ent is favorable  Counterpa rt commitme nt remains intact  Sufficient capacity with counterpar t to implement project Outcomes Skills: A school that provides high quality and market relevant training in sectors with skills shortages  Number of companies, foreign or local, using school graduates  Training is perceived as relevant by private companies  Companies reduce time for recruitment of qualified staff  Project monitoring and evaluation (M&E)  Surveys among enterprises on graduates’ performances as interns or employees  Survey among enterprises in relevant sectors  Industry records on demand for technicians Employment: Training that helps youth, including vulnerable groups, to improve their employment opportunities Targets: The schools serve underprivileged youth and women  Project monitoring and evaluation (M&E)  Base-line survey of students  Student satisfaction surveys (during and end of training)  Tracer surveys of students (6 months after completed training Employment: Training that helps youth, including vulnerable groups, to improve their employment opportunities  Student labor market outcomes  Number of graduates in gainful employment six months after completed  Project monitoring and evaluation (M&E)  Base-line survey of students
  5. 5. | P a g e training, Type of employment (sector and occupation) & Change in income pre/post training  Student satisfaction  Demand for training (students)  Student satisfaction surveys (during and end of training)  Tracer surveys of students (6 months after completed training) Vocational Training Systems: provide a replicable model for private-public partnerships in vocational training.  Schools successfully build partnerships with other training institutes and with private sector  Schools considered a model/inspiration for co- operation and training  Project M&E  Present in public sector and private sector discourse Outputs Training academy in operations and maintenance of heavy duty vehicles and industrial machinery including academic subjects, such as mathematics/numeracy, language skills, literacy, basic report writing skills, and basic business management established and operational  Training center established and functional  Curricula developed and approved by relevant authority Project M&E including Business Plan The academy delivers updated and private sector relevant training courses to a minimum of {to be adapted} youth trained per year  Minimum of X trainers in [technical skills], [computing, language, mathematics], [English], [Basic Business Skills]  A minimum of {to be adapted} youth trained per year  A minimum of {to be adapted} internships Project M&E including Business Plan Students are provided with career service counseling, and where relevant options for gainful self- employment/business development Career service established and functional The school is sustainable from a financial, institutional, managerial, operational and training perspectives and independent of donor  Business Plan developed and implemented by project steering committee  Certification of training by independent body, e.g. ISO
  6. 6. | P a g e financing beyond project closure Key activities A. Repair/Refurbish premises if required including provision of additional training equipment B. 1. Develop and improve curricula and ensure approval by relevant authorities for certification B. 2. Provide key trainers with technical and pedagogical skills necessary to deliver upgraded and new training curricula B. 3. Initiate and monitor training programs including students’ employment outcomes after the programs C. 1. Establish career service centers to link up the students with employers, and where relevant options for gainful self-employment/business development D. 1. Development and implementation of a business plan D. 2. Capacity building/management and training coaching D. 3. International Certification (e.g. ISO) that ensures neutral and regular certification of the quality of training D. 4. Building partnerships with the private and public sector (as clients of training, as co-financers/co- trainers, etc.) D. 5. Dissemination activities By removing the skill shortages and increasing employment opportunities it will play one of the most important role in urban development as well as economic development in Bangladesh.