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HelpAge Resource Development Training Module-2

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21 views72 pages

HelpAge Resource Development Training Module-2

Uploaded by

Nadeem Ahmed

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Available Formats

Download as PDF, TXT or read online on Scribd

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Resource Development Training

Module 2: Project development

Antonio Olmos/HelpAge International

Konrad Stoehr/HelpAge Deutschland

Ben Small/HelpAge International

Part 1: Project design g Part 2: Logic models g Part 3: Frameworks for MEAL g
1.1 Introduction to project design 2.1 Theory of change 3.1 Monitoring
1.2 Fundamentals of effective project design 2.2 Results framework 3.2 Evaluation
1.3 How to get started: Identifying entry strategies 2.3 Logical framework 3.3 Accountability
1.4 Problem Trees and Objective Trees 3.4 Learning
Annex B. Example of a Problem Tree and
1.5 Stakeholder analysis Objective Tree
At the end of Part 3, you’ll be able to:
Annex A. Example of a Needs Assessment Annex C. Examples of Theories of Change
• Describe how the logical framework relates to
methodology
Annex D. Examples of Logical Frameworks Monitoring, Evaluation, Accountability and
(Logframes) Learning (MEAL)
At the end of Part 1, you’ll be able to:
• Understand some key principles of monitoring,
• Understand the importance of project design At the end of Part 2, you’ll be able to: evaluation, accountability and learning
• Describe some of the approaches to needs • Understand and compare the use of Theory
assessment and data collection of Change, results frameworks and logical
frameworks
• Understand how to construct a logical
framework and describe its key uses in
project design

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Resource Development Training
Module 2: Project development

Part 1.
Project design
Konrad Stoehr/HelpAge Deutschland

Registered charity no. 288180. Copyright © HelpAge International 2021

Resource Development Training < Prev Next > 2
Module 2: Project development

Part 1. Project design Part 1. Project design

1.1 Introduction to project
design

1.1 Introduction to project design To be successful and have its desired impact it is important that the
project design is clearly thought through. An organisation must
1.2 Fundamentals of
effective project design
demonstrate how it will meet their intended objectives through its 1.3 How to get started:
Programming for an organisation is often the project design – taking a holistic approach to planning and delivery. Identifying entry strategies
development of many individuals projects that When donors assess a proposal, they will need to have a reasonable 1.4 Problem Trees and
help to contribute to the organisation’s mission. level of confidence that the proposed project will succeed in Objective Trees
achieving its objectives. In the case of many HelpAge network
1.5 Stakeholder analysis
members, this will involve increasing the wellbeing and dignity of
A programme of work supports an organisation to deliver outputs older women and men in their local communities, through specific Annex A. Example of
programme activities. a Needs Assessment
connected with its mission. Whilst some organisations, especially methodology
larger International Non-Governmental Organisations (INGOs), Module 2 will specifically look at how an organisation can develop
such as Save the Children, Oxfam and Plan often have unrestricted a robust project providing key tools used in development and
funding that they can utilise to develop well-designed integrated humanitarian programmes, and Module 3 then goes on to explore
Part 2. Logic models g
programmes, for a majority of Civil Society Organisations (CSOs) how that designed project can then be presented to the identified Part 3. Frameworks for
this is achieved through the delivery of donor funded projects. project donor. MEAL g
These projects are designed in line with donor requests and will
have agreed objectives, outputs, budgets and timelines.

Project design
must be clearly thought through
in order to be successful and have
its desired impact.

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1.2 Fundamentals of effective project would need to understand the specific access issues older women
face in accessing health services and propose how these can be
Part 1. Project design
design fixed to support them to equally access health services. 1.1 Introduction to project
design
Project design is fundamental to ensure that an organisation is able
to logically undertake the activities proposed, achieve results, meet • Development and humanitarian projects tend to operate in 1.2 Fundamentals of
the project’s objectives, as well as manage donors’ expectations and exceptionally challenging contexts (with limited resources, high effective project design

associated risks. risks, complex procurement networks, unstable political/financial 1.3 How to get started:
environments, and unsafe conditions). Identifying entry strategies

Characteristics of development and humanitarian For example: a CSO may respond to a humanitarian crisis 1.4 Problem Trees and
projects caused by a natural disaster or be working in a context which is Objective Trees
politically unstable and leads to frequent civil unrest or war. 1.5 Stakeholder analysis
Development and humanitarian projects have some specific
characteristics that an organisation needs to consider in their • Project implementation for development and humanitarian Annex A. Example of
design: a Needs Assessment
projects is often managed through a complex array of stakeholder
methodology
• Projects should aim to deliver both specific tangible outputs relationships.
to meet their objectives, as well as tangible outcomes related to For example: for many CSOs this could involve implementing
partner agencies, government ministries, community-based Part 2. Logic models g
social change and/or behaviour change.
For example: in delivering a health-related project for older organisations, contractors, or a global consortia of organisations, Part 3. Frameworks for
including INGOs. MEAL g
people, a CSO may be looking to deliver a specific output such
as home-based care for homebound older people but they will also
be working to achieve outcomes related to the increased dignity • The project approach is often as important as the outcomes
and wellbeing of older people. themselves (including a high priority placed on participation and
rights-based approaches).
• Development and humanitarian projects will focus on the For example: at HelpAge, projects are often designed involving
ultimate goal of the project having a number of products/activities older persons participating in and leading activities, including
which together help to achieve this. advocacy campaigns calling for a UN convention on the rights of
For example: in the case of a HelpAge network member this older people, or conducting awareness raising sessions amongst
may involve designing activities, such as creating Older Peoples their peers on understanding their rights. It is important that
Associations (OPAs) as a means to improve the wellbeing and older people and other beneficiaries are part of the project design,
reduce social isolation of older people. implementation and evaluation so that their voices are heard and
help inform the approach.
• Development projects aim to address complex problems of
poverty, inequality and injustice. An organisation will need to • Transferring knowledge and learning to the target population is
understand the issues faced by their beneficiaries to propose a priority during every phase of the project.
solutions that will work. This will support the framing of the For example: more donors are requesting sustainability of project
problem and help propose solutions. activities and are looking at CSOs to design programmes which
For example: an organisation may look at issues faced by poorer not only include community members in their implementation but
older women, such as access to health services and their rights to facilitate and support the transfer of knowledge to these
universal health coverage (SDGs, indicator 3.8). In doing so, they individuals.
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© HelpAge International 2021
Resource Development Training < Prev Next > 4
Module 2: Project development

Avoiding common mistakes Part 1. Project design

It is important that organisations understand the main reasons 1.1 Introduction to project
why projects fail (or are not as successful as they could be) to design
ensure that they learn from this to avoid the same pitfalls:
1.2 Fundamentals of
• A lack of understanding of donor requirements and compliance effective project design
procedures. Organisations should be clear of what they have Sample photo - or we 1.3 How to get started:
committed to under the donor grant contract and ensure that could use this? Identifying entry strategies
these are met. Where it is not clear – organisations should 1.4 Problem Trees and
check with the donors. Objective Trees

HelpAge International
• An inability or lack of resources to deliver high-quality project 1.5 Stakeholder analysis
results within the approved timeframe, budget and scope. Annex A. Example of
Organisations should avoid under predicting resource costs as a Needs Assessment
this will ultimately affect the delivery and quality of a project. methodology

• Failure to develop a comprehensive and detailed project plan;

and managing this plan through the entire life of the project. Part 2. Logic models g

• A lack of contingency planning, both for identifying and Part 3. Frameworks for
managing risks. An organisation must identify potential risks MEAL g
and establish processes to address these risks.
• Failure to learn from mistakes and adapting subsequent project
plans.
There are many tools available to help design a project in a robust
way. This Module will look at a variety of tools and how they are
best used, including Problem Trees, Objective Trees, Theory of
Change, Results Frameworks and Logical Frameworks.

Many tools
are available to help design projects
in a robust way.

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1.3 How to get started: Identifying Secondary data collection

Part 1. Project design
Organisations should start by collecting and analysing secondary
entry strategies data. Exactly what is available will vary from country to country, but 1.1 Introduction to project
design
secondary data would typically come from these types of sources:
1.2 Fundamentals of
It is important that projects are designed with a • The latest census effective project design
comprehensive understanding of the need and to do this
an organisation must consider the overall situation for its • Demographic and health surveys 1.3 How to get started:
Identifying entry strategies
proposed beneficiaries. • Reports from individual Ministries or local government
1.4 Problem Trees and
• Reports from United Nations organisations Objective Trees
1. Understanding national policies and priorities • Unpublished materials or those published in non-commercial 1.5 Stakeholder analysis

An established CSO working on ageing issues and for older people form such as reports, policy statements and issues papers from Annex A. Example of
should be familiar with the overall context for older people in their INGOs, local Non-Government Organisations (NGOs), and a Needs Assessment
country. Programmes should always be developed understanding Community Based Organisations (CBOs) methodology

national policies and government’s priorities; how they include • Academic/research reports
or exclude an organisation’s beneficiary groups (for example, older Part 2. Logic models g
women and men, or persons with disabilities) as well as have From secondary data it should be possible to establish the broad
characteristics of the district/communities that an organisation Part 3. Frameworks for
a clear understanding of the country’s programme to achieve the MEAL g
Sustainable Development Goals (SDGs) or other regional/ is considering working in (or already working in), and also help
international frameworks. prioritise geographical areas for a project.

Primary data collection

2. High level data collection on the situation of
The next stage is often to meet key informants at both national
older people and local level:
In order to design programmes, it is important to have relevant • At national level key informants may include Government
data on the situation of older people and how government policies Ministry officials, staff of the relevant UN organisations, INGO
relate to older people. This will be particularly important if an and NGO staff
organisation is moving into a new area of the country for the
first time. • At local level this can include politicians, local government
officers, health staff, selected older women and men, and
representatives of local community. This will help organisations
It is important to gather as much data as possible gain a better understanding of the local context and issues.
concerning the people and context of the district/province
or country you are working in. These individuals are important to understand the broad context and
help a CSO understand how they may be able to add value to the
development needs of older people in this particular community.
Both secondary and primary data collection is important to support
organisations understand and analyse the needs and situation of
older people. Organisations should be clear on why they are meeting
with key informants to ensure they don’t raise false hopes!

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3. Needs Assessment
More details of how to conduct a Needs Assessment can Part 1. Project design
Having understood the broad picture, the next stage ideally is to be found in the Additional Resources section g and an 1.1 Introduction to project
conduct a Needs Assessment, or where resources are a constraint, a example of a Needs Assessment methodology and the design
mini-research project within the community itself, sometimes called topics covered is presented in Annex A g from a project 1.2 Fundamentals of
a ‘Rapid Needs Assessment’. This is often used in humanitarian conducted in Cox’s Bazaar in Bangladesh, a humanitarian effective project design
settings, for example HelpAge uses the Rapid Needs Assessment setting.
1.3 How to get started:
– Older People g at the beginning of a humanitarian response. Identifying entry strategies
A Needs Assessment is a systematic process for determining and 1.4 Problem Trees and
addressing needs, or ‘gaps’ between current conditions and desired Objective Trees
conditions or ‘wants’. 1.5 Stakeholder analysis
The research and data to be collected depends on the individual Annex A. Example of
context and the information required by an organisation. a Needs Assessment
methodology
For example: if an organisation is working to understand the
needs of older people in managing their everyday tasks, in order to

Reza Rahman/Amnesty International

assess the care needs required, the organisation may look at: Part 2. Logic models g

• What an older person has in place to meet their care needs Part 3. Frameworks for
MEAL g
• An older person’s skills and abilities
• Physical difficulties that may be experienced
• Any health or housing requirements experienced
• An older person’s needs and wishes
• What an older person would like to happen
• Information about needs from an older person’s carer (if relevant
and older persons wants them to be involved).
To do this, they will utilise the information from steps 1 and 2 g
on the previous page, as well as develop a more detailed
understanding through data collection from older people.

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4. Data collection from the community b. Triangulation. A technique called

Part 1. Project design
‘triangulation’ uses more than one
Following these initial stages, it will be necessary to work with Normative 1.1 Introduction to project
source of data collection on the
the community to collect and analyse data: needs design
same topic to validate findings
a. Collect data. The first step in determining whether an as well as to provide them Comparative 1.2 Fundamentals of
organisation is looking at developing a suitable project is to collect with more credibility. In many needs effective project design
data from the community and proposed target groups. The purpose cases this could be done 1.3 How to get started:
of this data collection is to broadly explore a wide number and through different data Expressed Identifying entry strategies
Felt needs needs
variety of issues, providing information which, when analysed, will collection methods as 1.4 Problem Trees and
inform priorities and identify interventions that will address the well as sampling methods. Triangulation Objective Trees
challenges in a target area. 1.5 Stakeholder analysis
c. Types of data. The data collection process is not limited to
Data can be collected through questionnaires or surveys, Focus
defining the needs. To fully understand the project context, the Annex A. Example of
Group Discussions or one-to-one interviews with the target group a Needs Assessment
project team will need to collect data regarding a number of areas
or community members. methodology
related to the project environment.
How much data is collected depends to a large extent on an
organisation’s budget and how much time they have. When Part 2. Logic models g
Three types of data may be collected, although care should be
collecting data, organisations should ensure this is done ethically Part 3. Frameworks for
used to select the most appropriate and cost-effective tools and
and that participants are aware of why the data is being collected MEAL g
approaches to collect information:
and their consent is obtained, especially from older people.
Secondary data: information from published or unpublished
As part of this broad exploration process, the project team will need
sources (discussed above).
to collect data that identifies community needs in the potential
intervention area and build on the ideas that were identified by Primary quantitative data: collecting numerical data
talking with key informants. However, the data should not be limited through surveys.
solely to examining issues related to community needs. Other topics
Primary qualitative data: in contrast to quantitative data,
to explore should include the present state of service provision,
the qualitative approach seeks to capture participants’
existing strengths within the community, and an analysis of
experiences using words. This gives the data richness, creates
stakeholders present in the intervention area. One of the challenges
openness and stimulates people’s individual experiences.
when collecting data is that the process can be highly subjective and
organisations should try to use different data collection methods to
support their findings.

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d. Analysing data. Analysing data is an important step to help Identifying the project intervention logic Part 1. Project design
organisations understand the raw data collected and make informed
It is likely that the process will not be linear, as in reality
decisions based on logical reasoning. There are many data analysis 1.1 Introduction to project
organisations will consider possible interventions that might best design
tools that an organisation can use to support with the analysis of
support the realisation of the rights of older people, as data is
data, including Excel. In organising the data, there are two broad 1.2 Fundamentals of
collected. However, an important step is how an organisation effective project design
categories of analysis which should be considered:
utilises the secondary and primary data collected to understand
• Current State Analysis: using various analysis tools to 1.3 How to get started:
the problems faced by older people and identify project logic. Identifying entry strategies
understand the status, condition, trends and key issues affecting
Data should inform each step in the design process and the 1.4 Problem Trees and
people’s lives and livelihoods.
Module will now explore each of these in turn: Objective Trees
• Future State Analysis: once the current state analysis is
Part 1 will continue to focus on the models that help lay the 1.5 Stakeholder analysis
complete, the future state analysis looks at how the project will
foundations of project development:
improve the livelihoods, ecosystems or institutions of the project Annex A. Example of
participants. 1. Problem Tree analysis a Needs Assessment
methodology
e. Understand what others are doing. There are often others in 2. Objective Tree analysis
the community that are working on development issues. This will 3. Alternatives analysis
Part 2. Logic models g
almost certainly include the government, but also other stakeholders 4. Stakeholder analysis
such as other NGOs and CBOs. In the Needs Assessment phase, it Part 3. Frameworks for
is important to meet with these organisations and find out what they Part 2 g will then go on to explore the models that are often MEAL g
are currently doing and what they plan to do in the future. There is requested by donors to understand the proposed project:
no point in duplicating the efforts of others. Instead, organisations 5. Theory of Change
should explore how their work with older people will complement
6. Results framework
what is already being done, and whether there may be possible
benefits by working together in some way. 7. Logical framework

Additional resources
A guide to assessing needs, The World Bank:
http://documents1.worldbank.org/curated/en/644051468148177268/pdf/663920PUB0EPI00essing09780821388686.pdf

Methods to data collection and analysis, Save the Children:

https://resourcecentre.savethechildren.net/node/12203/pdf/6_methods_of_data_collection.pdf

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1.4 Problem Trees and Objective amount of resources addressing the wrong issues, and the core
problem will not be addressed.
Part 1. Project design
Trees Understanding the core problem and its causes is important if the
1.1 Introduction to project
design
Having completed the data collection an organisation will have project is to effectively address the effects of that problem on the
a good understanding of the issues and problems faced by the 1.2 Fundamentals of
community. effective project design
community. For many HelpAge network members this will be the
problems and concerns of older women and men, which may range Developing the Problem Tree is best done as an exercise by a group 1.3 How to get started:
from access to services, health concerns, income security or age of people within and outside of the organisation who are familiar with Identifying entry strategies
discrimination. the community, including members of the target group themselves. 1.4 Problem Trees and
Objective Tree: An Objective Tree is the next step and should be Objective Trees
One way of analysing the problems is to develop a Problem Tree.
completed after the Problem Tree. The Objective Tree design should 1.5 Stakeholder analysis
Problem Tree: Problem Tree analysis is one method of mapping involve all of the relevant stakeholders or participants that were
out core problems, along with their causes and effects. Like any Annex A. Example of
involved in designing the Problem Tree. a Needs Assessment
other tree, the problem tree has three parts: a trunk, roots, and methodology
branches. The purpose of an Objective Tree is to offer solutions (or specific
objectives) to each of the problems that were identified. It is
The trunk is the core problem and the branches represent its important that the objectives are drafted with a good understanding Part 2. Logic models g
effects or consequences. The roots of a tree are often hidden, and of the cause-and-effect relationships that were identified.
the root causes of the core problem are not always immediately Part 3. Frameworks for
It is important for both the Problem and Objective Trees to be as MEAL g
apparent either so they require some thought. But if we do not
understand the underlying causes there then we can waste a huge specific as possible to support in the design of a project.

Figure 1: Problem Tree Figure 2: Objective Tree

Eﬀects Eﬀects
Branches Branches Solutions

Problem Problem
Trunk Trunk

Causes Causes
Roots Roots

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Part 1. Project design

A Problem Tree exercise: Rikot community example Eﬀects 1.1 Introduction to project
design
Here is a step-by-step exercise that you and colleagues can undertake
together to understand how a develop the outline of a Problem Tree and 1.2 Fundamentals of
effective project design
subsequent Objective Tree using a fictitious example from the district Problem
1.3 How to get started:
of Rikot. Causes Identifying entry strategies
1.4 Problem Trees and
Objective Trees
1.5 Stakeholder analysis
Purpose of the exercise Time required (tentative)
• To identify the core problem in the communities that you want Annex A. Example of
Two–three hours is required as an estimate. This allows for
a Needs Assessment
to address and analyse the causes and effects of that problem in-depth discussion amongst the group (some people may methodology
• To analyse solutions to the problem develop a Problem Tree in 15 minutes, but the point is to
discuss among the group, challenge each other on cause and
• To inform the Theory of Change, Results Framework and effect, and try and reach a consensus). Part 2. Logic models g
Logical Framework (covered in Part 2 of the Module g) Part 3. Frameworks for
MEAL g

Materials required
Participants Large flipchart paper or sheets of paper; meta cards or post-it
There is no fixed rule about who should take part, but those notes; pen or markers.
participating should be familiar with the community. They should
include CSO staff, but you could include other stakeholders from
the community (including older women or men), CBOs or local
government for example.

exercise continued over

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Part 1. Project design

Objective Tree
1.1 Introduction to project
design
Process of using the tool:
1.2 Fundamentals of
Solutions 3. Place all the cards that show first-level causes in a row
1. Identify a core problem This should be possible following effective project design
Eﬀects
the Needs Assessment and data analysis. below the core problem card.
Branches 1.3 How to get started:
Define this problem as clearly as possible. If there is more than Identifying entry strategies
one core problem identified discuss until you have a consensus 4. Identifying the responsible factors Use the method 1.4 Problem Trees and
on the main problem. described in Step 2 to determine the factors that are responsible Objective Trees

Place a card with this problem in the middle of a large sheet of for each of the first-level causes. These are your second-line 1.5 Stakeholder analysis
paper. causes. Write each second level cause on its own card. Place
Annex A. Example of
the new cards in a row below the corresponding first-level
Problem
In the Rikot example: the core problem is ‘older women lack causes.
a Needs Assessment
Trunk methodology
voice in the community’.
In the Rikot example: if you take ‘low self-esteem’ from the list
Causes of causes identified, some factors might be: Part 2. Logic models g
2. Identify causes of the problem Questions to ask in the
Roots • Role in family and community undervalued Part 3. Frameworks for
group: Why does this problem exist here? What are the immediate
• No paid work or regular income MEAL g
causes?
• Children do not keep in regular contact
Identify up to five or six existing factors that are responsible
• Disability
for the problem. These are the first-level causes of the core
problem. Write (or draw) each first-level cause on its own card • Social isolation
using a short sentence or phrase.
You would then do the same exercise to identify factors of other
In the Rikot example: some reasons why older women lack causes.
voice may be:
In the Rikot example: this would be looking at: ‘Traditional
• Traditional village structures are led by men
Eﬀects village structures are led by men’ and ‘Attitudes of men give
• Attitudes of men give women low status
Problem women low status’.
• Low self-esteem
Causes
5. Repeat the method to identify the causes Use the same
method to determine the causes until you can go no further.
For example, take ‘No paid work or regular income’ and ask
‘why? And keep asking ‘why’ until you can go no further.

exercise continued over

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Part 1. Project design

6. Identify effects Go through the same steps (steps 3–5) to 8. Check the logic Look for causes and/or effects that reinforce
determine the first-level, second-level and third-level effects of each other through direct or indirect connections. Each problem 1.1 Introduction to project
your core problem. These are effects that exist right now and that should logically lead to the next. design
you can observe. 1.2 Fundamentals of
effective project design
Write down (or draw) each effect on its own, and place the new 9. Discussion Discuss the findings amongst the group –
cards in rows, above the core problem. 1.3 How to get started:
make changes or additions as required.
Identifying entry strategies
To help the thinking, you can take the core problem and add
1.4 Problem Trees and
consequences of it to help you understand the effect. 10. Creating an Objective Tree When the group is satisfied Objective Trees
In the Rikot example: ‘lack of voice of older women in the with the Problem Tree analysis, it is time to turn the Problem Tree 1.5 Stakeholder analysis
community’ means: into an Objective Tree (also known as solution tree).
Annex A. Example of
• Older women’s health issues are not prioritised by the health a Needs Assessment
centre 11. Solutions For each negative statement of the Problem Tree, methodology

• Issues addressed by the village council are always prioritised discuss and agree a positive statement that describes a solution
by men and do not include the opinions of women to the problem. Part 2. Logic models g

• Violence against older women remains invisible In the Rikot example: Part 3. Frameworks for
MEAL g
This problem statement... ... becomes this objective:
This time, instead of asking ‘why?’ state ‘therefore…’.
Lack of voice of older women Older women in the
In the Rikot example: if you take ‘violence against older women
remains invisible’ the next statement could be therefore…
in the community
g community have a voice and
can address their rights

•
•
The mental health of older women declines
Village council does not address the issue of violence against
Low self-esteem
g High self-esteem

older women in the community

Role in family and community
undervalued g Older women’s role in family
and community is valued

See Figure 3 to see how the core problem, causes and effects are Violence against older Violence against women is
laid out for the Rikot example g. women remains invisible
g acknowledged as an issue by
the community

7. Ask whether any important causes are missing If so, add Traditional decision- Traditional decision-
them in on separate cards. Likewise, ask whether any important
effects of the core problem are missing and add these in.
making structures led
exclusively by men g making structures not led
exclusively by men

exercise continued over

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Part 1. Project design

Using this example, a simple Problem Tree for the Rikot
community project would look like this (in reality it follows an 1.1 Introduction to project
in-depth discussion and would be more developed and more design
detailed with arrows to all boxes): 1.2 Fundamentals of
effective project design
1.3 How to get started:
Figure 3: Rikot Problem Tree Identifying entry strategies
1.4 Problem Trees and
Objective Trees
Village council does not
Mental health 1.5 Stakeholder analysis
address the issue of violence
of women declines
against older women Annex A. Example of
a Needs Assessment
methodology
Older women’s issues Violence against Issues addressed
not priortised older women by village council are
by health centre lacks visibility prioritised by men Part 2. Logic models g
Part 3. Frameworks for
MEAL g
Older women lack voice
in the community

Attitudes of men give Low self-esteem Traditional structures

women low status of older women led by men

Children do not
Disability
Role not valued No paid work contact on a
causes stigma
regular basis

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Part 1. Project design

Then, having turned the problems into solutions, the Problem
Tree becomes an Objective Tree, as shown in Figure 4 below. 1.1 Introduction to project
design
1.2 Fundamentals of
effective project design
Figure 4: Rikot Objective Tree
1.3 How to get started:
Identifying entry strategies
Village council does address 1.4 Problem Trees and
Mental health of
the issue of violence Objective Trees
older women is maintained
against older women
1.5 Stakeholder analysis

Annex A. Example of
Older women’s issues Violence against Issues addressed by a Needs Assessment
priortised women acknowledged village council are methodology
by health centre as an issue prioritised by women/men

Part 2. Logic models g

Older women with voice Part 3. Frameworks for

in the community MEAL g

Men are supportive of High self-esteem Traditional structures

equitable gender roles of older women not led exclusively by men

Paid work
Women’s role in Children contact Disability
opportunities
the family is valued on a regular basis causes no stigma
available

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Whilst the Objective Tree does provide you with outline objectives
Part 1. Project design
for a project, an organisation will need to ensure these are written as Whilst the Problem and Objective Trees are useful tools
SMART objectives for the donor (as will be shown in Part 2 of this in helping an organisation identify all of the problems and 1.1 Introduction to project
Module g). possible solutions. Alternative analysis will help design
organisations decide what to include in their project. 1.2 Fundamentals of
Annex B provides a detailed example of a Problem Tree and Objective effective project design
Tree from HelpAge Vietnam g.
1.3 How to get started:
Identifying entry strategies
Alternatives analysis
1.4 Problem Trees and
An Objective Tree may lead to numerous objectives and different Objective Trees
pathways of change. All these pathways may have some impact but 1.5 Stakeholder analysis
unless an organisation has access to unlimited funds it may not be
able to address everything in its project. As such organisations often Annex A. Example of
a Needs Assessment
have to choose between objectives.

Anteneh Teshome/HelpAge International

methodology
In the Rikot example: (see Figure 4 g), the project being developed
may have to choose between focusing on building the self-esteem of
Part 2. Logic models g
women or advocacy to change the traditional decision-making
structures. Part 3. Frameworks for
MEAL g
In making this decision, organisations will need to consider many
criteria including:
1. The relative impact of each approach.
2. The relative cost of each pathway – organisations may not be able
to do one if it is too costly.
3. The skills, experience and reputation that the organisation has
– organisations will be more likely to persuade donors to grant
them funds if they can demonstrate experience in implementing
similar programmes.
4. The skills and experience of other organisations – are there
others who could do a better job?
5. What an organisation thinks it can realistically get funds for
– this is tricky as no organisation want to be ‘donor-led’. But on
the other hand, if an organisation knows it cannot raise funds for
a particular activity (for example buying a building) then there is
no point including it in the project design.

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1.5 Stakeholder analysis1 Part 1. Project design

A stakeholder analysis is a process of identifying the relevant 1.1 Introduction to project
individuals that may have a role to play in an organisation’s project, design
and grouping them according to their levels of participation, interest 1.2 Fundamentals of
and influence in the project. It will help the project team come up effective project design
with strategies on how best to include them in the project.
1.3 How to get started:
There are many forms of stakeholder analysis, but the example Identifying entry strategies
exercise provided in this section is relatively simple and effective. 1.4 Problem Trees and
Objective Trees
1.5 Stakeholder analysis
Stakeholder analysis exercise
Annex A. Example of
A stakeholder analysis exercise should be carried out by a group Figure 5: Example of Rikot community stakeholder table a Needs Assessment
of people (not an individual) as opinions will vary greatly. methodology
Stakeholders Support to project Power
1. List all the stakeholders you can think of in your project and –5 to +5 0 to 10
write them in the first columns of a Stakeholder Table. Part 2. Logic models g
1. Older women +5 2
Part 3. Frameworks for
2. In the next column, estimate how much support they will give MEAL g
the proposed project where +5 is very supportive and -5 is very 2. Older men -3 7
opposed.
3. Leaders of traditional -4 7
3. In the final column, estimate how much power that decision-making structures
stakeholder has to influence the outcome of the project from 4. Local government officers +2 6
0 (no power) to 10 (very powerful).
5. Frontline health staff +3 4
Try to discuss this as a group until you have a consensus on the
scores. If you cannot reach a consensus take the average scores
6. District health managers -1 4
of each participant.
In the Rikot example: Figure 5 (right) shows an example 7. Local politicians (these +2 8
stakeholder analysis conducted for the fictional Rikot community might divide these into
different political parties)
project looking to increasing older women’s voice in Rikot.
8. Religious leaders -1 8

9. Female children of older +3 3

women
10. Male children of older +1 6
women
11. OPA leaders +4 8

exercise continued over Reg charity no. 288180

Part 1. Project design

4. Having listed all of the stakeholders with their scores, they can organisation you should be looking to monitor them in case their
be plotted into a stakeholder matrix as shown in Figure 6 below power increases as currently they are only a small risk. 1.1 Introduction to project
using the numbers in the far-left column of the table (or write their design
• Stakeholders in square C (such as OPA leaders) have high
names if you have enough space on your paper). 1.2 Fundamentals of
power and are highly supportive of the project. As an
effective project design
Using the Rikot example: the interpretation in terms of the project organisation you should look to these individuals to collaborate
design is as follows: with you in the project in some form, such as allies to reach other 1.3 How to get started:
Identifying entry strategies
stakeholders.
• Stakeholders in square A (such as frontline health workers)
1.4 Problem Trees and
have low power but are very supportive of project. As an • Stakeholders in square D (such as leaders of traditional Objective Trees
organisation you should then be thinking about how you look to decision-making structures) have high power but have little
1.5 Stakeholder analysis
increase their power during the project. support of the project. As an organisation you need to monitor
and manage these individuals/organisations very closely as they Annex A. Example of
• Stakeholders in square B (such as District Health Managers) a Needs Assessment
are potential risks to project success.
have low power and have little support of project. As an methodology

Figure 6: Stakeholder matrix Part 2. Logic models g

+5 Part 3. Frameworks for

MEAL g

A C
Older women
Female children OPA leaders
of older women Local politicians
Support to project outcome

Frontline
health staﬀ Local government oﬃcers
Male children
of older women

District health managers Religious leaders

0
B D
Older men
Leaders of traditional
decision-making structures

Frontline health staﬀ

0 10
Power to inﬂuence the project outcome

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Additional resources Part 1. Project design

1.1 Introduction to project
HelpAge’s COVID-19 Rapid Needs Assessments: design
www.helpage.org/what-we-do/coronavirus-covid19/covid19-rapid-needs-assessment-rnas/
1.2 Fundamentals of
effective project design
How to design a new program:
www.tools4dev.org/resources/how-to-design-a-new-program/ 1.3 How to get started:
Identifying entry strategies
Problem Tree Analysis: 1.4 Problem Trees and
https://odi.org/en/publications/planning-tools-problem-tree-analysis/ Objective Trees
1.5 Stakeholder analysis
Stakeholder analysis matrix template:
www.tools4dev.org/resources/stakeholder-analysis-matrix-template/ Annex A. Example of
a Needs Assessment
Stakeholder analysis of aid and development projects: methodology
https://beamexchange.org/resources/548/
Part 2. Logic models g
Part 3. Frameworks for
MEAL g

Endnotes
1. A stakeholder is anyone with an interest in the project, whether positive or negative

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Annex A. Part 1. Project design

1.1 Introduction to project
Summary of a Needs Assessment methodology design
1.2 Fundamentals of
Methodology of a Needs Assessment report for Disaster Risk Management conducted by Handicap International effective project design
(Humanity & Inclusion) HelpAge International and United Purpose (January 2018) 1.3 How to get started:
Identifying entry strategies

Methodology Following is a list of persons interacted during the study: 1.4 Problem Trees and
Objective Trees
Assessment area: The study areas were three sub-districts • KII (Upazila level different departments) Government of
1.5 Stakeholder analysis
(Ramu, Teknaf and Ukhia) of the Cox’s Bazar district of Bangladesh. Bangladesh officials
All these sub-districts have been chosen due to the humanitarian • Agriculture, fisheries, livestock, education officer Annex A. Example of
crisis. Data was collected from 1–11 January 2018. a Needs Assessment
• Project Implementation Officer methodology
Data collection tools: Secondary documents review, Focus Group • UP Chairman and members
Discussion (FGD) and Key Informant’s Interview (KII) have been • Different websites Part 2. Logic models g
used to collect primary data from the field. Along with secondary
• FGD with local peoples (both male and female) and camp
information also collected from upazila (administrative sub-districts Part 3. Frameworks for
in Bangladesh) and camp. To have common understanding among • Humanitarian response plan 2017 MEAL g
the team members, a unique checklist has been developed for the FGD • Review of the existing reports and relevant websites
and KII. A daylong orientation and discussion session were arranged
on the checklist. Twelve FGDs were conducted with groups of women, The assessment was made under these headings:
adolescent girls and men. In each group, 8–10 members actively
1. Disaster risk management governance
participated. Eight KIIs were conducted with different stakeholders
to get in-depth information on Disaster Risk Reduction (DRR). 2. Shelter
Direct observation of the assessment team members was also 3. Schools
compiled in the report. A day long workshop with assessment team 4. Livelihood
has been arranged to identify need, problem and risk regarding 5. Food Security
flood, cyclone and earth quark hazards of the host community and
camp. Workshop findings also included in the assessment report. 6. Health
7. WASH
Data collection procedure: A team has been developed with
Handicap International, HelpAge International and United Purpose 8. Protection
for the Needs Assessment. A total of three upazilas (administrative 9. Gender
sub-districts in Bangladesh) have been visited by the study team 10. Inclusion
members. The upazilas are Ramu, Ukhia and Teknaf. During the 11. Education
field visit, the study team conducted FGDs with host communities,
12. Women and adolescent
camp residents, and civil society groups, and conducted KIIs with
the upazila chairmen, members of the majhi emergency response 13. Fishermen
system, schoolteachers etc. The study team also interacted with 14. People with disability
representatives from national and international NGOs. Reg charity no. 288180
© HelpAge International 2021
Resource Development Training
Module 2: Project Development

Part 2.
Logic model
Antonio Olmos/HelpAge International

Registered charity no. 288180. Copyright © HelpAge International 2021

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Part 2. Logic models

Part 1. Project design g

Part 2. Logic models

Part 2 presents and works through each of the logic models, that
the data and analysis from Part 1 feeds into, to help structure the
2.1 Theory of Change 2.1 Theory of Change

design of projects. What is a ‘Theory of Change’?

2.2 Results Framework
2.3 Logical Framework
A comprehensive and visual description of how and why a desired
A logic model is a roadmap or simplified image change is expected to happen. Annex B. Example of a
that shows how the proposed intervention will Problem Tree and Objective
The Theory of Change (ToC) provides the big picture of the Tree
produce its suggested outcomes or objectives. intended change. It defines the long-term goal of a project and Annex C. Examples of
Logic models can take different forms, but donors the broad strategic areas of intervention, and then maps the Theories of Change
will often ask for proposals to include a Theory of building blocks or preconditions, that need to be in place Annex D. Examples of
Change, a Results Framework and/or Logical for the long-term change to occur. The ToC also identifies the Logical Frameworks
Framework. assumptions that need to hold true for the project to succeed, (Logframes)
and the evidence that is available to support them. A ToC may
be designed for a programme of work, an organisation’s mission
Part 3. Frameworks for
Figure 7: Key elements of logic models or a project. MEAL g

Theory of Change Results Framework Logical Framework

ToCs come in various formats, some quite simple and others complex.
(TOC) There is no ‘correct’ way of visualising a ToC – organisations can
develop and present it in whatever way that works for them.
Maps out: Builds on the TOC by Builds on the TOC
This could take the form of a visual diagram alone, a written
• Intended long term mapping out: and Results Framework
by mapping out: narrative or a mixture of both. Annex C has some examples of how
change that a • The project’s
project/programme hierarchy of • High level Monitoring, HelpAge and other organisations have created project ToCs g.
is hoping to achieve objectives Evaluation, There are many advantages to presenting the ToC in a visual format:
• Causal logic that Accountability and
• Major pathways of
change organises all levels Learning (MEAL) • Visualises complex data and ideas in an image that is easier to
of objectives into framework including understand for a new reader.
• Interconnecting if-then relationships indicators and
relationships (‘if this happens, means of verification • Identifies the full range of changes needed to achieve the
• Underlying
then this will…’) • Assumptions that intended impact. These include changes that are implemented
need to be in place by other stakeholders.
assumptions
for the logic to hold
true • Recognises non-linear change.
• Makes explicit the assumptions, for example, the potential risks
that could disrupt the logic of the project.
• Encourages discussion and participation by opening up space to
ask questions, challenge assumptions and suggest alternatives.

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The ToC should be based on the needs analysis, taking into As organisations develop a ToC it is good to draw on existing Part 1. Project design g
account the assets, opportunities and the operating environment conceptual frameworks i.e., a tested, evidence-based model for a
as well as drawing upon the stakeholder analysis and local development or relief intervention. For example, a project that is
knowledge with specific, real-life circumstances to support the focussing on behaviour change, might draw on the FHI 360 Part 2. Logic models
change. Social and Behavioural Model for Change g.2 Or a project that
2.1 Theory of Change
focuses on the empowering role of OPAs might draw on the proven
The process of developing a ToC should be participatory, ideally
success of the OPA models in Asia g. 2.2 Results Framework
involving a cross section of staff and key stakeholders, to benefit
from their many perspectives. ToCs are stronger when they are 2.3 Logical Framework

evidence-based and deliberately informed by and aligned with Annex B. Example of a

research, theory, practice and experience. Problem Tree and Objective
Tree
Annex C. Examples of
Theories of Change
Objective Tree
Annex D. Examples of
Logical Frameworks
Process for developing a Theory of Change: 3. Divide the pre-conditions into different pathways of
(Logframes)
change: As identified in the alternative analysis a project may
The broad process of developing a ToC is detailed below Solutions
and to not be able to do everything and you may need to make choices.
Eﬀects
support with the understanding, we will use our Rikot project Identify pathways of change – what needs to happen to make Part 3. Frameworks for
Branches
example alongside each of the steps: the change happen. MEAL g

Using the Rikot example: you might need to assess the relative
1. Identify the desired long-term change. merits of the three possible pathways of change i.e.
In the Rikot example: this would be ‘Older women have a voice • Changing men’s attitudes so that ‘men are supportive of
in the community’. equitable gender roles’
Problem • A focus on older women such that they develop high self-esteem
Trunk
2. Identify the pre-conditions required: what are the • Advocacy to change the gender balance in the leadership of
requirements that must exist before the long-term change can traditional decision-making structures
take place? Causes
Roots
Then assess these three possible pathways of change using the
In the Rikot example: the preconditions include men being five criteria listed under ‘alternatives analysis’ in Part 1 g.
supportive of equitable gender roles; high self-esteem of older
women; traditional structures not led exclusively by men, plus all
the other objectives which enable those preconditions (valued roles, 4. Identify the connections between the preconditions
paid work opportunities available, children contact on a regular in the pathways of change: If your project cannot implement
basis, disability does not cause stigma etc.) being in place. all pathways, then it would be important to link with any
organisations that are addressing those that you omit ensuring
your analysis is considered or looking at how you could
potentially partner with them.
Eﬀects
procedure continued over
Problem Reg charity no. 288180
© HelpAge International 2021
Causes
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Part 1. Project design g

5. Assumptions: As organisations develop a ToC, they will need Assumptions provide a reality check for a TOC. Assumptions
to determine whether there are any assumptions that will seriously point out the potential risks that can interfere with project
affect a project’s ability to deliver on its commitments. success. Everything will proceed well if the assumptions Part 2. Logic models
that organisations have identified prove correct. However,
Organisations should ask themselves: “What are the top three 2.1 Theory of Change
unfulfilled assumptions can completely alter how, or even if,
assumptions that need to be valid for our project to be
an organisation’s project works. 2.2 Results Framework
successful?”.
As organisations identify their ToC assumptions, it will be 2.3 Logical Framework
We will also look at assumptions as part of Logframes in Part 2,
important to develop a plan to gather the evidence that will Annex B. Example of a
but in ToC we only need to identify the top assumptions that
confirm whether these assumptions will hold true. Problem Tree and Objective
impact on the ability to achieve the long-term goal. Tree
a. If evidence indicates that the assumption will almost
Annex C. Examples of
certainly hold true, then organisations probably do not need
Theories of Change
In a ToC, assumptions are the conditions or resources to include it in the ToC.
outside the direct control of project management, but Annex D. Examples of
b. If evidence indicates that the assumption is likely to hold Logical Frameworks
that nevertheless must be met for progress to be made
true, but there is some risk, then organisations should (Logframes)
toward the eventual achievement of the long-term goal.
include it in the ToC and commit to monitoring its status.
We all make assumptions when we design and plan our
c. If evidence indicates that an assumption will NOT hold true, Part 3. Frameworks for
projects. For example, we might assume that:
organisations will need to redesign this part of the project. MEAL g
• Government plans, policies and actions will support Note: If there are no options to redesign the project, then
our work the project may not be viable.
• Election results will lead to a stable transfer of power If organisations are unable to find evidence relating to an
• Other organisations will continue to operate in the important assumption, they may need to decide how best to
same area gather evidence so that they can determine into which of the
three categories above the assumption resides. Be careful of
• There will be no civil unrest any ‘killer assumptions’. These are assumptions that you
• Communities are interested, motivated and have time to expect to hold true, but the evidence suggests are unlikely
engage to be realised and could potentially ‘kill’ the project.

• Project staff can operate safely with full freedom of In the Rikot example: the top three assumptions may be:
movement
a. Communities are interested, motivated and have time to
• Pandemics will not disrupt our ability to work in the engage
community
b. Project staff can operate safely with full freedom of movement
c. Pandemics will not disrupt our ability to work in the
community

procedure continued over

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Module 2: Project development

Part 1. Project design g

For assumption a: ‘Communities are interested, motivated Figure 8: Theory of Change for Rikot project
and have time to engage’, this would be given the definition
of an assumption being ‘outside the control of project Older women Part 2. Logic models
Long term
management’. However, at the same time, this is something that with voice in change
the community 2.1 Theory of Change
can be easily checked before and as the project is designed –
and it is up to the organisation to establish interest before 2.2 Results Framework
starting the project and help control the risk. Project staﬀ can Pandemics will not 2.3 Logical Framework
operate safely with disrupt our Assumptions
For assumption b: ‘Project staff can operate safely with full full freedom ability to work in Annex B. Example of a
freedom of movement’, this is something an organisation will of movement the community Problem Tree and Objective
need to assess according to the context. You might decide, for Tree
example, that it fits with ‘If evidence indicates that the Annex C. Examples of
High Pathway
assumption is likely to hold true, but there is some risk, then Theories of Change
self-esteem of of change
include it in the ToC and commit to monitoring its status’ or it older women Annex D. Examples of
may not be an issue in your operating context. Logical Frameworks
(Logframes)
For assumption c: ‘Pandemics will not disrupt our ability to
Roles of women Paid work Disability
work in the community’, this is more difficult to predict as the
in family opportunities does not Preconditions
world found with COVID-19. So, you would need to be aware of are valued available cause stigma Part 3. Frameworks for
the scientific evidence and the likely political/social responses MEAL g
to assess if there is a likelihood of a pandemic disrupting
activities significantly.

A simple ToC for Rikot example may look like the example in
Figure 8, right. In reality organisations may develop a more
complex model with more than one pathway of change. In this
example, the chosen pathway of change is ‘increasing the
self-esteem of older women’.

Additional resources for Theory of Change

Learning for sustainability Theory of Change:
http://learningforsustainability.net/evaluation/theoryofchange.php

Centre of Theory of Change:

www.theoryofchange.org/what-is-theory-of-change/

Bond Theory of Change:

www.bond.org.uk/resources/theory-of-change-for-organisations

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2.2 Results Framework Part 1. Project design g

A Results Framework is a planning and communications tool It is important that the Results Framework aligns with both
which presents the expected results of a project as a four-level the Logical Framework (as it is essentially the first column of the
Part 2. Logic models
hierarchy of objectives as shown in Figure 9: Logical Framework) as well as the TOC.
2.1 Theory of Change
Figure 9: Definitions of different types of objective In presenting the TOC and Results Frameworks to the donors,
2.2 Results Framework
organisations must ensure:
Level Description 2.3 Logical Framework
• The goal level in the Results Framework is consistent with
Goal This is the higher-level objective, greater than the long-term change identified in the ToC. Annex B. Example of a
the project itself, but to which the project will Problem Tree and Objective
contribute. Other interventions (often by others) • The outcome level in the Results Framework corresponds with Tree
will also contribute to the achievement of the the ToC statements found at the pathways of change level. Annex C. Examples of
goal. • The outputs levels of the Results Framework correspond with Theories of Change
the preconditions of the ToC. Annex D. Examples of
Outcome The outcome should identify what will change, Logical Frameworks
and who will benefit because of the project (this More details on how to write the objectives for a Results Framework (Logframes)
will be the outcome over the project period). and a Logical Framework can be found in the next section g.

Part 3. Frameworks for

MEAL g
Outputs The specific, direct deliverables of the project.

Activities What the project does in order to produce the

outputs.
Ben Small/HelpAge International

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2.3 Logical Framework Whilst there is not a universal format for a Logframe, and donors
may use different terminology, the four key areas are:
Part 1. Project design g

The Logical Framework is a matrix that is used to summarise the

design of a project. The Logicial Framework is more commonly • Project summary (explaining the objectives).
Part 2. Logic models
referred to as the ‘Logframe’. • Objectively verifiable indicators (how achievements will be
2.1 Theory of Change
The Logframe builds upon the Results Framework and describes measured).
2.2 Results Framework
the key features of the project (objectives, indicators, indicator • Means of verification (the sources and methods of how
means of verification, and assumptions) as well as highlights information required for the indicators will be collected). 2.3 Logical Framework
the logical linkages between them. With the inclusion of these Annex B. Example of a
additional items, the Logframe provides the basis for developing the • Risks and assumptions (external conditions needed to get
Problem Tree and Objective
Monitoring, Evaluation, Accountability and Learning (MEAL) plan. results). Tree

As with the Results Framework, the Logframe is intended to We will work through each column of the Logframe in the next Annex C. Examples of
communicate the purpose and main components of a project as sections. Theories of Change
clearly and simply as possible. However, the Logframe also includes In Annex D g there is an example of a completed Logframe from Annex D. Examples of
key details which expand on the ToC and the Results Framework. Gravis, a HelpAge network member in India that formed part of Logical Frameworks
(Logframes)
Donors often require a Logframe to be submitted as part of the a successful bid to EC and a successful Logframe from HelpAge
project proposal. It is less common at the concept note stage, as International submitted to Agence Francaise de Developpement
donors generally only ask for the Results Framework (i.e., the first (AFD). It is advised that you review these as you read through the Part 3. Frameworks for
next few sections of how to complete a Logframe. MEAL g
column of the Logframe). However, it is important to do both when
designing a project to help link the logic. A typical Logframe
layout is shown in Figure 10 below.

Figure 10: Logframe

Summary Objectively verifiable indicators of Means of verification of the Assumptions
achievement indicator data

Goal

Outcome

Outputs

Activities

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Column 1 of the Logframe: Hierarchy of Part 1. Project design g

Objectives
The first column of the Logframe is the same as that reflected in a
Part 2. Logic models
Results Framework and focuses on the hierarchy of the objectives.
2.1 Theory of Change

Figure 11: Hierarchy of objectives 2.2 Results Framework

2.3 Logical Framework
Summary Objectively verifiable Means of verification of Assumptions
indicators of achievement the indicator data Annex B. Example of a
Problem Tree and Objective
Goal: The higher-level objective, greater than the project itself, Tree
but to which the project will contribute. Other interventions (often
by others) will also contribute to the achievement of the goal. Annex C. Examples of
Theories of Change
Outcome: The outcome should identify what will change, and Annex D. Examples of
who will benefit over the lifetime of the project, because of the Logical Frameworks
project. (Logframes)

Outputs: The specific, direct deliverables of the project.

Part 3. Frameworks for
MEAL g

Activities: What the project does in order to produce the outputs.

The terminology of Goal/Outcome/Outputs/Activities as show In the Rikot project example: the logic would be IF you increase
in Figure 11 is NOT universal. Some donors will use different the self-esteem of older women, you will contribute to their greater
variations as shown in Figure 12. voice in the community.
Whilst the terminology or words used may be different, the
Figure 12: Comparison of terminology for
meaning is always the same.
objectives in the Logframe
The key principle in the hierarchy of objectives is understanding
Traditional Alternatives
and applying the cause and effect logic. Each objective level
(starting with the activities) is linked to the next objective level Goal Wider objective Impact
as follows:
Outcome Specific objective Outcome
• If you do the activities you will produce the outputs;
• If you produce the outputs you will achieve the outcome; Outputs Expected results

• If you achieve the outcome, you will contribute towards Activities

the goal.
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Writing objectives Part 1. Project design g

Well-designed objectives help to communicate the project’s
intervention clearly. They are important for donors to be able see
what organisations are proposing to do through their interventions. Part 2. Logic models
They are important for monitoring and evaluating and help to 2.1 Theory of Change
increase accountability.
2.2 Results Framework
Figure 13 provides some suggestions on how to write the objective
2.3 Logical Framework
at each level of the Logframe:
Annex B. Example of a
Problem Tree and Objective
Figure 13: How to write the objectives Tree

Goal There should only be one goal. Annex C. Examples of

Theories of Change
The sentence should be clear and concise starting with words that describe what your project is contributing towards such as –
‘To contribute towards...’ or ‘Older people in [x country or district] can…’ Annex D. Examples of
In the Rikot example: ‘To contribute towards the increasing voice of older women in Rikot’ Logical Frameworks
(Logframes)

Outcome There should only be one outcome per project.

The sentence should show the change that will happen as a result of your project, and could begin with the words: Part 3. Frameworks for
‘Increase…’, ‘Improved...’, ‘Reduced…’ MEAL g
In the Rikot example: ‘To increase the self-esteem of older women in Rikot’

Outputs There should be several outputs per project (suggest a maximum of six).
Outputs should use language which reflects the immediate result of your activities and what has been achieved.
The outputs need to be measurable.
Outputs should be within the control of the project.
In the Rikot example: ‘Older women trained to access jobs in the community’

Activities There should be between 3–5 activities per output.

Verbs3 should be used to describe the activities.
The activities should contain details of what organisations propose to do in their intervention.
In the Rikot example: ‘Train 100 older women in interview techniques’, or ‘Create 4 Older Peoples’ Associations with female leaders’

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Column 4 of the Logframe: Assumptions Part 1. Project design g

After completing column 1 (objectives) it is good to complete column

4 (assumptions) as this may impact on the final content of column 1.
Part 2. Logic models
Overall assumptions for a project design were framed as part of the
2.1 Theory of Change
TOC development. However, in the Logframe they are presented in
more detail, and at each level of the Logframe. 2.2 Results Framework
2.3 Logical Framework
Assumptions and risks are factors that are largely OUTSIDE the
control of the project. Annex B. Example of a
Problem Tree and Objective
Figure 14 explains assumptions at different levels of the Logframe: Tree
Annex C. Examples of
Figure 14: Assumptions Theories of Change

Summary Objectively verifiable Means of verification of Assumptions Annex D. Examples of

indicators of achievement the indicator data Logical Frameworks
(Logframes)
Goal Leave this square blank as the goal is the highest level
objective in the Logframe.
Part 3. Frameworks for
MEAL g
Outcome Assumptions that must hold true to contribute to the goal/
impact.

Outputs Assumptions that must hold true to achieve the outcome of

the project.

Activities Risks that must be managed to produce the outputs.

Assumptions in the Rikot project example could include:

• Willingness of older women to improve their knowledge and
access to their rights
• Political and economic situation remains stable in each country
• Conducive civil society space for the organisation to engage duty
bearers and key stakeholders

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After identifying assumptions and risks, consider what activities Part 1. Project design g
can be added to the project to mitigate them, or even eliminate
them. The logic then becomes like this, as shown in Figure 15.
Part 2. Logic models
Figure 15: The logic of objectives and assumptions 2.1 Theory of Change

Summary Objectively verifiable Means of verification of Risks and assumptions 2.2 Results Framework
indicators of achievement the indicator data
2.3 Logical Framework
Goal Annex B. Example of a
Problem Tree and Objective
Tree
Outcome If we achieve the outcome and the assumptions hold true, then
we will contribute to the goal/impact. Annex C. Examples of
Theories of Change

Outputs If we deliver the outputs and the assumptions hold true, then Annex D. Examples of
we will achieve the outcome. Logical Frameworks
(Logframes)

Activities If we undertake the activities and the risks are managed, then
we will deliver the outputs. Part 3. Frameworks for
MEAL g

At the activity level the risks might include:

• Finances do not arrive
• Staff with appropriate qualifications cannot be recruited.
You will need to have assumptions at both outcome and output level.
In the Rikot example: if you can only work on the self-esteem of
older women, then the outcome is increased self-esteem of women
and you will need to assume that men’s attitudes and traditional
structures will still not prevent women’s voice being heard. The logic
therefore would therefore be:

‘if we increase the self-esteem of older women and the assumptions

(e.g. men’s attitudes and traditional structures do not prevent
women’s voices being heard) hold true then you will contribute to
the increased voice of older women.’

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Columns 2 and 3 of the Logframe: Indicators and Part 1. Project design g

their Means of Verification
Indicators and their Means of Verification should always be
Part 2. Logic models
considered together. If a suitable means of verification for an indicator
cannot be found, then the indicator is not viable and has to be 2.1 Theory of Change
rejected. 2.2 Results Framework
2.3 Logical Framework
Indicators
Annex B. Example of a
An indicator is: Problem Tree and Objective
Tree
• A piece of information that provides evidence that something has happened, or
Annex C. Examples of
• A measure used to track progress, reflect change, or assess project performance. Theories of Change
• Important information to help managers make decisions about whether or not any changes in project interventions are needed.
Annex D. Examples of
Note that: Logical Frameworks
(Logframes)
• Identifying the right indicators is a critical step in the MEAL process.
• The indicators become the building blocks of MEAL planning and implementation.
Part 3. Frameworks for
MEAL g

The definitions of the indicators at each level of a Logframe is

presented in Figure 16.

Figure 16: Indicators

Summary Objectively verifiable indicators of achievement Means of verification of Risks and assumptions
the indicator data

Goal Data to measure the achievement of the goal/impact.

Outcome Data to measure the achievement of the outcome.

Outputs Data to measure the achievements of the outputs.

Activities Indicators are not required at the activity level as activity

completion can be measured directly. Instead, use this space
to summarise resources needed: budget; human resources;
equipment.

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Basic principles and guidance on indicators What are Quantitative Indicators? Part 1. Project design g
• Indicators are performance measures, which tell us what is Quantitative indicators are measures of quantities, amounts or
going to be measured, NOT what is to be achieved. range. They help measure project progress in the form of numerical
information. Part 2. Logic models
• Indicators should only state what will be measured.
Numerical information includes: 2.1 Theory of Change
• Each indicator that you choose to measure your objectives must
2.2 Results Framework
be verifiable by some means. If not, another indicator must be • Numbers
chosen. Therefore, column 3 of the Logframe (Means and Sources 2.3 Logical Framework
• Percentages
of Verification) should be completed at the same time as column 2. Annex B. Example of a
• Rates (for example, death rate: deaths per 1,000 population) Problem Tree and Objective
• Indicators may be quantitative OR qualitative (see right for
Tree
further details). • Ratios (for example, the number of men to the number of
women). Annex C. Examples of
• The choice of indicators will set the framework for monitoring Theories of Change
and evaluation. For example, using the Rikot example: for an outcome around
Annex D. Examples of
‘increased self-esteem of older women’ a quantitative indicator might
• There needs to be both impact indicators (typically at the level Logical Frameworks
be: By end of year 3, 50% of older women have increased their score (Logframes)
of Goal and Purpose) and process indicators (which will tell you
on the Rosenberg scale.4
how well the project is progressing – typically at the output level).
Process indicators are usually measured frequently. Impact What are Qualitative Indicators? Part 3. Frameworks for
indicators are measured occasionally (due to the time and cost MEAL g
Qualitative indicators measure qualities or characteristics, and is
involved).
used to measure:
• Projects do not need a large number of indicators. Rather the
• Judgements
QUALITY of indicators is important and these should be
selected carefully to tell stakeholders how successful the • Opinions
project is. Best practice suggests there should be three indicators • Perceptions
per output, three for the outcome, and two for the goal.
• Attitudes towards a given situation or subject.
• Indicators should be disaggregated – ALWAYS by sex, age and
disability and also by any other disaggregation important to the For example, using the Rikot example: for the outcome around
project context (e.g., ethnic group). ‘increased self-esteem of older women’ a qualitative indicator might
be: ‘100 older women express that they feel more confident.’
• Indicators are not required for activities – instead, organisations
may be asked to list inputs or resources required for the activities. Projects should try to include a range of both quantitative and
qualitative indicators.
• Baseline data: Some Logframes will have a column requesting
baseline data. Baseline data is a measurement of data before the
intervention is initiated. Sometimes an organisation may not have
baseline data, and therefore 0 or not applicable will be entered
here. Unless there is reliable baseline data, DO NOT use
percentages as milestones/targets. For example, an indicator that
says the number of older people receiving home-based care will
increase to 50% is meaningless unless you know how many older
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SMART indicators Part 1. Project design g

When writing indicators for project objectives, organisations should
design these to be SMART:
Part 2. Logic models
2.1 Theory of Change
S M A R T 2.2 Results Framework

Specific: Measurable: Achievable: Relevant: Timebound: 2.3 Logical Framework

Indicators should clear There must be a way of measuring Indicators must be realistic The indicator must align The indicator should state Annex B. Example of a
and concise – specifying the indicator within the cost limits and attainable within the with the project goals and the timeframe within which Problem Tree and Objective
what is to be achieved of the project. If there is not, then available resources (within measure the change the the change is expected to Tree
(quality and quantity), the change the indicator. the budget and time frame). project intends to produce. occur.
location, and the target Annex C. Examples of
Organisations should consider Theories of Change
population.
providing numerical numbers or
percentages to an indicator – How Annex D. Examples of
much? How many? How will I know Logical Frameworks
when it has been accomplished? (Logframes)

Means of Verification Part 3. Frameworks for

MEAL g
For the Means of Verification (column 3) organisations will have
to find sources of data to measure the indicators, as explained in
Figure 17 below.

Figure 17: Sources and Means of Verification

Summary Objectively verifiable Means of verification of the indicator data Important assumptions
indicators of achievement

Goal Sources of measurement that verify the indicators of progress

towards achievement of project goal/impact.

Outcome Sources of measurement that verify the indicators of progress

towards achievement of project outcome.

Outputs Sources of measurement that verify the indicators of

achievement of the project outputs.

Activities Indicators are not required for activities – instead, resources

used can be summarised here if requested:
• Summary budget (main headings and total only)
• Human Resources required
• Any capital purchases proposed
• Renting of any items (e.g., office, vehicle)
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Module 2: Project development

Sources of verification should be collected throughout the project 2. Will you use quantitative or qualitative methods to gather Part 1. Project design g
implementation period to show how the objectives and outputs have data to track your indicators?
been achieved and the desired project outcome was reached as a Quantitative Methods of data collection include:
result. Part 2. Logic models
• Tracking logs (for example, logging the number of people
It is important to consider the following when writing indicators: attending events) 2.1 Theory of Change

• The ‘Source’ provides a description of where to find the • Questionnaires 2.2 Results Framework
information needed in order to demonstrate what has been 2.3 Logical Framework
accomplished. • Structured observation
Annex B. Example of a
• The frequency with which project staff will obtain information • Knowledge and achievement tests Problem Tree and Objective
from stated sources should also be indicated (e.g., annual survey, Tree
• Health status measures.
quarterly interviews). Annex C. Examples of
Qualitative Methods of data collection involves data which track Theories of Change
• The cost of collecting data must be considered – if you cannot
changes in participants’ attitudes and perceptions, identify why Annex D. Examples of
cover the cost of collecting the data, then you will need to think
and how change is happening, and are analysed by organising Logical Frameworks
of a different indicator.
emerging themes. Qualitative measurement methods are especially (Logframes)
good at answering the questions ‘How is change happening?’
Sources of verification – two key questions to ask:
and ‘Why is change happening?’ The three most common qualitative
Part 3. Frameworks for
1. Will you use primary or secondary sources to track your methods are: MEAL g
indicators? • Semi-structured interviews
Secondary data is already available through other published or
• Focus Group Discussions
unpublished sources. Examples of secondary data sources include
existing records, statistics, and reports of the government, UN, • Participant Observation.
NGOs etc. Secondary data is often used at the impact level.
Primary data is the data that organisations collect themselves It is recommended that organisations use both quantitative
during the project through surveys, project records, focus group and qualitative verification methods. A mixed-methods
discussions etc. Primary data is usually used at the outcome and (i.e., using both quantitative and qualitative methods)
output levels. At the output level there is usually little cost to the approach deepens the understanding of a project,
data collection, and it is often done routinely through project providing more comprehensive, integrated data for tracking
records. At outcome level the collection of data is often more costly progress, analysing results, and making decisions. It can
(as the sources are typically surveys, focus group discussions and give a sense of the direction and degree of change along
interviews) and the data is therefore collected less frequently. with an understanding of what has contributed to, or
inhibited, this change.

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Benefits and limitations of Logframes Logframe limitations Part 1. Project design g

• The Logframe may be seen as a blueprint, and therefore not
Why do people like using Logframes? flexible.
• They guide systematic and logical analysis of the key elements Part 2. Logic models
that make up a well-designed project. • The Logframe is only one of several tools that should be used
in project design. It does not do the job alone and most donors 2.1 Theory of Change
• They improve planning by highlighting the factors that are require other tools to be presented also. 2.2 Results Framework
outside the control of the project team. These are the
assumptions identified in column 4 which have to be monitored • The information presented in the Logframe is limited and 2.3 Logical Framework

as part of the project implementation. organisations need to be able to show what they are proposing Annex B. Example of a
in a fixed way (which may not always do the project justice). Problem Tree and Objective
• The construction of a Logframe can (and should) be used as Tree
a focus for teamwork in project design. • The language of Logframes can be a challenge, and need to be
fully understood before you embark on completing a Logframe. Annex C. Examples of
• They give a clear framework for the objectives of the project, Theories of Change
providing continuity if project staff leave their post before the • In practice, developing Logframes are not always participatory
Annex D. Examples of
project is complete. due to lack of time, therefore their quality suffers. Logical Frameworks
(Logframes)
• They present a clear hierarchy between impact, outcome,
outputs and activities.
Part 3. Frameworks for
• They present a clear, concise and accessible statement of all MEAL g
key components of a project.
• They clarify how the project is expected to work and what it
will achieve.
• They identify the main factors related to the success of the
project.
HelpAge International

• They provide a framework for monitoring and evaluation.

• They make clear what is being measured by the chosen
indicators.
• The Logframe is a concise and organised method of presenting
project proposals to donors.
• Logframes enable planned and actual results to be compared.

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Part 1. Project design g

Additional resources
Beginners guide to writing a Logframe:
Part 2. Logic models
www.theguardian.com/global-development-professionals-network/2015/aug/17/how-to-write-a-logframe-a-beginners-guide
2.1 Theory of Change
How to write a Logical Framework:
2.2 Results Framework
www.tools4dev.org/resources/how-to-write-a-logical-framework-logframe/
2.3 Logical Framework
Standard indicators can be found at:
Annex B. Example of a
www.indikit.net/ Problem Tree and Objective
https://handbook.spherestandards.org/en/sphere/#ch001 Tree

https://usaidlearninglab.org/sites/default/files/resource/files/cleared_-_mt_-_indicator_resources_r.pdf Annex C. Examples of

Theories of Change
www.agrilinks.org/sites/default/files/ftf-indicator-handbook-march-2018-508.pdf
Annex D. Examples of
Portal 365 – Logical Framework (verification methods): Logical Frameworks
(Logframes)
http://learning.portal365.org/en/articles/3171189-logical-framework-verification-methods

Part 3. Frameworks for

MEAL g

Endnotes
2. www.fhi360.org/resource/360-degree-approach-social-and-behavior-change
3. A verb is a word used to describe an action e.g., train; organise; prepare.
4. The Rosenberg self-esteem scale was developed by Morris Rosenberg in 1965 to measure the self-esteem of people.

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Annex B.
Part 1. Project design g

Problem Tree and Objective Tree from HelpAge Vietnam Part 2. Logic models
2.1 Theory of Change
This Problem Tree is drawn from the HelpAge Vietnam project overall low wellbeing status and came up with five key problems/ 2.2 Results Framework
funded by KOICA (Korea International Cooperation Agency). causes that led to low wellbeing of the Disadvantaged Groups.
2.3 Logical Framework
Using the five key problems as targets, the participants than came
During the consultation meetings between HelpAge, local partners
up with possible solutions to address the identified problems. Annex B. Example of a
and local authorities in February and March 2017, they recognised Problem Tree and Objective
This analysis is presented in the Problem Tree, Figure 18 below
the key problems faced by Disadvantage Groups were their general Tree
and Objective Tree, Figure 19 on next page g.
Annex C. Examples of
Figure 18: The Problem Tree Theories of Change
Annex D. Examples of
Logical Frameworks
Disadvantaged people, especially older people (Logframes)
in the target communities have low wellbeing

Part 3. Frameworks for

Lack of best Low and Poor health Low access Lack of MEAL g
practice for unreliable and care to rights and replication of
promoting income status entitlement best practice
DG’s (ISHC) at
wellbeing provincial level

Low High Lack income Poor health High ﬁnancial Lack of Low Limited Low allocation
involvement capacity in earning practice burden health and awareness legal and of fund to
in local livelihood opportunities social care on rights consulting implement
development opportunities at home and support Decree 1533
entitlement service

Low Low access to Lack of access Lack health Low health Lack family Poor access Poor rights and Few provinces
management age friendly to loans information insurance and to information entitlement have provincial
and livelihoods and coverage community on rights tracking and proposals to
development information promotion care providers and monitoring implement
capacity and training activities entitlement systems Decree 1533

People in Low Low

target awareness awareness
communities on health and interest in
are not insurance Decree 1533
organised (ISHC model)

DGs (Disadvantaged Groups)

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Module 2: Project development

Figure 19: The Objective Tree Part 1. Project design g

Disadvantaged people, especially older people

in the target communities have high well-being Part 2. Logic models
2.1 Theory of Change

Have best Reasonable Good health High access Good 2.2 Results Framework
practice for and reliable and care to rights and replication 2.3 Logical Framework
promoting income status entitlement of best practice
DG’s (ISHC-1533) at Annex B. Example of a
wellbeing provincial level Problem Tree and Objective
Tree

High High Good income Good health Low ﬁnancial Good health High Good Adequate Annex C. Examples of
involvement capacity in earning practice burden and social awareness legal and allocation Theories of Change
in local livelihood opportunities care at on rights consulting of funding Annex D. Examples of
development opportunities home and support to implement
Logical Frameworks
entitlement service Decree 1533
(Logframes)

High Good access Good access Good health High health Good family Good access Good rights Many provinces
management to age friendly to loans information insurance and to information and entitlement have provincial Part 3. Frameworks for
and livelihoods and promotion coverage community on rights and tracking and proposals MEAL g
development information activities care providers entitlement monitoring to implement
capacity and training systems Decree 1533

People in High High

target awareness awareness an
communities on health interest in
are organised insurance Decree 1533
(ISHC model)

DGs (Disadvantaged Groups)

ISHC (Intergenerational Self Help Clubs)

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Annex C.
Part 1. Project design g

Examples of Theories of Change Part 2. Logic models

2.1 Theory of Change
Example 1: Theory of Change ‘Networks of Change’ – civil society addressing poverty
in the ageing populations of Asia 2.2 Results Framework
2.3 Logical Framework
1. Current situation transformation of health systems… towards the provision of older-
Annex B. Example of a
1.1 Ageing and civil society: rapidly shifting demographics – person centred and integrated care’ (WHO ‘World Report on Ageing Problem Tree and Objective
particularly declining birth rates and increasing life expectancies and Health’ 2015). Civil society has the potential to significantly Tree
- will increasingly shape the social and economic direction of contribute to poverty reduction in ageing societies, but its
Annex C. Examples of
developing countries in Asia. The transition from ageing (10%>60) effectiveness varies greatly from country to country due to the Theories of Change
to aged (20%>60) population will take just 20 years in Vietnam, space that civil society is allowed to operate in by the respective
Annex D. Examples of
and 22 in Thailand. By 2050 people over 60 will outnumber those government. But the role of civil society in contributing to the
Logical Frameworks
under 14 and there will be 923 million older people in Asia. creation and sustaining of effective and accountable states is (Logframes)
Such demographic changes have significant implications for ‘leaving essential in developing social cohesion; in holding the state
no-one behind’ in the Sustainable Development Goal (SDG) agenda, to account; in enabling people to become active citizens; in
strengthening the provision of services; and in influencing public Part 3. Frameworks for
and the way that civil society embraces (or not) older people, is key MEAL g
to the effectiveness of future civil society, and therefore development opinion/attitudes and influencing government. Therefore, this
outcomes. Embracing older people more positively will impact not project will put civil society at the centre of poverty reduction.
only on them, but also on the wider community and society who 1.2 Change for whom? The main group of proposed final
will benefit from the fact that older people are assets to their families beneficiaries are the rapidly increasing numbers of older people,
and communities, as carers, advisers, mediators, mentors and chosen for the reasons stated above. However, impacts on older
breadwinners. Older people are not a homogenous group and many people will also impact on their families and wider community, and
will need care, but older people are too frequently seen only as a the proposed CBOs, federations and networks will embrace ageing
burden to be cared for by the state or by families, and not seen as societies rather than older people only. However, for reasons given in
strong contributors to effective civil society. Whilst most SDGs are 1.1, the emphasis within ageing societies will be on older people and
relevant to older people (and those who will become old), two key similarly policy influencing work will focus on older people’s rights.
areas are social protection and health. To fulfil SDG1 (end poverty
1.3 What factors may help or hinder change? Progress toward
in all its forms everywhere) there will need to be an agenda for
the project impact can be helped or hindered by many factors/actors,
universal social protection, including old age pensions and the right
depending on their position/attitudes, and could include politicians,
for older people to access appropriate work. To fulfil SDG 3 (ensure
religious leaders, government (all levels), willingness of local people
healthy lives and promote wellbeing for all at all ages) we must have
to buy into a new model, and cultural factors that may prevent
the ambition of universal health coverage which includes access to
inclusivity. Ageism and other forms of discrimination may also form
long term care. There is also the question of how older people can
barriers to change. These factors will be taken into account in the
influence the development and implementation of national policies,
detailed design of the project and design of ongoing research.
that impact both on them and on future older people. For example,
‘The societal response to population ageing will require a

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2. Consortium contribution – the logic model the ISHC development model province wide and 63 provincial and Part 1. Project design g

The key is the outcome of ‘A tested and nationally replicable system city associations for the elderly are in the process of developing
of linked civil society, complementing government systems, from proposals to replicate the ISHC development model. This
grassroots to policy level, which works for improved development demonstrates great potential for bringing the concept to scale. Part 2. Logic models
outcomes in ageing societies’. The programme approach will Having said that, there are some key assumptions that will be tested
2.1 Theory of Change
strengthen participatory governance at three levels: community by this project for learning and adapting, including (these will be
further defined in the co-creation phase): 2.2 Results Framework
level through durable CBOs that build bonds of mutual assistance;
local level by reinforcing mutually beneficial ties and accountability 2.3 Logical Framework
1. Lessons from the Vietnam can be adapted to be successful
between CBOs and service providers; national level through in a new context. Annex B. Example of a
representative federations of CBOs joining with national NGOs, Problem Tree and Objective
2. Governments will support, or at least not obstruct, the Tree
academics, UN, and any organisations interested in joining a
implementation of new civil society systems.
‘national network on ageing’ to advocate government on key policy Annex C. Examples of
issues. 3. The key drivers of change and barriers to change have been Theories of Change
correctly identified. Which ones are context specific and which Annex D. Examples of
3. Evidence supporting the assumptions of ones can be universally applied? Logical Frameworks
change, and evidence gaps 4. Civil society in the form of CBOs, linked to federations and/or
(Logframes)

At the community level, CBOs will enable the active participation of national networks on ageing, can make a significant contribution
people in their own development, but to be effective, the CBOs must to the health, wellbeing and social protection of older people. Part 3. Frameworks for
be supported by high capacity CSOs , which in this case will be MEAL g
5. The proposed linked civil society systems will result in
drawn from the HelpAge network. Federations of CBOs will be
(a) Greater social cohesion and mutual support; (b) Greater
encouraged and will work alongside the CSOs and broader national
access to basic health services for an ageing population
networks on ageing to give greater voice to communities, especially
(e.g. access to nutrition; appropriate health care); (c) access to
to older people. Evidence has pointed to intergenerational self-help
social protection in old age; (d) greater voice in national policy
clubs (ISHCs) in Vietnam as being very effective in sustainability.
development and implementation.
Evidence has shown the clubs to be sustainable (using social
marketing approaches), multi-functional, and scalable organisations 6. HelpAge International, and its associated national and regional
that enhance equitable and inclusive local development. Many CBOs networks, enables CBOs to access technical knowledge and have
in the world come and go with donor funding and claim to be part a voice with policy makers.
of civil society but in practice they are little more than temporary
This narrative above was supported by Figure 20 on the following
conduits for theme-based donor funding. ISHCs are very different
page g. Please note:
and have been a great success (see proposal document). There is
solid evidence for the success of the IHSCs in Vietnam which • In this example the terminology is a little different.
includes, when linked to federations and national networks, the • The long-term change is shown here as the impact
influence at policy level evidenced by the government approving:
(a) the National Programme on Ageing 2012-20; (b) the National • The pathway of change is the outcome
Proposal on the Replication of the ISHC; and (c) National Health • The outputs and action areas are the preconditions
and Care Proposal, submitted by the Ministry of Health, which
recommends that all health stations and departments should work • The assumptions are discussed in the narrative but are not
closely with ISHCs to promote healthy and active ageing. To date, shown on the diagram. They could be added to make it complete.
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Figure 20: Theory of Change, example 1 Part 1. Project design g

‘Networks of Change’ – civil society addressing poverty in the ageing populations of Asia

Part 2. Logic models

Action areas Outputs Outcomes Impact
2.1 Theory of Change
Community

2.2 Results Framework

ICBOS capacity Active ICBO 2.3 Logical Framework

Enhanced Annex B. Example of a

voice Problem Tree and Objective
Service provider Responsive Tree
capacity provider capacity Social Annex C. Examples of
Local

citation Theories of Change

CBO Federation Annex D. Examples of

Create Logical Frameworks
access to (Logframes)
Government Free from
violence
CSO capacity
WHO Part 3. Frameworks for
Free from MEAL g
Living stivora
CSOs VN
Develop network A tested with dignity discrimination
National

National
Federation system of linked Older
network on
ageing
civil society people
INGOs HAI leading to… Reassign Free from
M&E rights extreme
poverty
Academic Actively
contributing
to community
Policy
Regional/global

Policy change in
M&E Lessons learned change in health system
social protection
for older
Technical input people

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Figure 21: Theory of Change, example 2 Part 1. Project design g

Theory of Change for the Global Alliance on the Rights of Older People – Global fight against ageism project

Part 2. Logic models

A world in which older women and men, everywhere in the word, live free from discrimination and are
able to fully enjoy their rights and lead digniﬁed, healthy and secure lives 2.1 Theory of Change
Mission statement

2.2 Results Framework

Implicit aim: Older people’s human rights are recognised and protected including through a new,
2.3 Logical Framework
binding UN Convention on the Rights of Older People
Annex B. Example of a
Long term goal: Older people and CSOs are empowered to advocate for older people’s rights, and challenge ageism and Problem Tree and Objective
age discrimination at local, regional and international levels Tree
Annex C. Examples of
Intermediate outcome 2: Political support for, and engagement Intermediate outcome 1: A unique global movement of CSOs is built, driven by a
Theories of Change
in discussions about a new UN convention dedicated to the rights of cadre of inspiring older activists campaigning for rights in older age, thus enhancing Annex D. Examples of
Impacts

older people is increased amongst UN Member States their voices and participation in the Open-Ended Working Group (OEWG) process Logical Frameworks
(Logframes)

Consultation findings are collated in 10 multi-stakeholder events are 20 GAROP members achieve OEWG
a briefing paper translated in 6 held to discuss OP rights and the accreditation; 25 submit written Part 3. Frameworks for
official UN languages and shared OEWG process inputs MEAL g
with 2,500 officials and stakeholders
Outcomes

Participatory research engaging at 10 older activists at least are 100 older people in A toolkit of advocacy resources for
least 1,000 older women and men supported to take part in each country take GAROP members is developed and
documents their experiences of international events, including part in local translated in all 6 oﬃcial UN
ageism and the barriers they face in 5 to the 10th OEWG and 10 campaigns, led by languages, and distributed in
claiming their rights statements prepared the trained activists various and appropriate ways
Interventions

10 focus countries are identiﬁed Tailored training to a cadre of 2 regional training workshops
through GAROP member mapping 15 older activists as international (Africa, Asia) attended by at least
and political analysis, with spokespersons and local 100 CSOs trigger collective action
priority where potential for advocates/campaigners and the formation of 5 coalitions
high-level political commitments
is clear/inﬂuential and CSO
engagement promising

Ageism and age-related Older people’s rights are Older people lack the knowledge, A lack of organised movements of
discrimination is widespread and insufficiently reflected, embedded in skills, confidence and agency to older people and (civil society)
tolerated around the world, as shown and protected by international law hold duty bearers to account and organisations/coalitions working
Problems

by research and acknowledged by and mechanisms (lack of coverage, exercise their rights for them means lack of critical
the international community lack of clarity on application to old engagement with decision-makers at
especially through the OEWG age, no legally-binding provision) all levels, esp. national and regional

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Figure 22: Theory of Change, example 3 Part 1. Project design g

Strengthening legal implementation of rights to address intersecting forms of discrimination faced by older people,
including people with disabilities. Project proposed by HelpAge to Ministry of Foreign Affairs of Finland
Part 2. Logic models
2.1 Theory of Change
Problem statements Impact 2.2 Results Framework
‘Older people, and ‘Fragmented legislation ‘Limited capacity of duty
Older men and women in 2.3 Logical Framework
particularly older women, has created normative bearers and key stakeholders
Ethiopia, Myanmar and
are marginalised and gaps that permit in all three countries to Tanzania can access their
Annex B. Example of a
continually denied their discrimination and abuse successfully implement the Problem Tree and Objective
economic, social and cultural Tree
rights relating to their of older people despite national policies and other rights through eﬀective
health, home, housing, and the various instruments legal frameworks protecting implementation of legal Annex C. Examples of
ﬁnancial matters in Ethiopia, on national, regional, and the rights of older men and frameworks that address Theories of Change
Myanmar and Tanzania.’ international levels.’ women.’ multiple and intersecting forms Annex D. Examples of
of discrimination. Logical Frameworks
(Logframes)

Ministry for Outputs Assumptions Outcomes

Foreign Aﬀairs Part 3. Frameworks for
• Evidence and analysis • Willingness of older men and • Improved knowledge and MEAL g
of Finland highlighting the gaps older women to improve their understanding of duty
(MFA) Funding men and women face in knowledge and access to bearers and key stakeholders
accessing their economical, their rights about the gaps in policy
social and cultural rights • Political and economic implementation (to inform
• Strengthened capacity of situation remains stable in decision making) at the local,
older people’s associations each country national, regional and
through awareness raising international levels, as a
Time and • Willingness of government to
and capacity building results of evidence-based
Commitment support the implementation advocacy initiatives
of HelpAge • Partnerships with key of legal frameworks and
International agencies established to raise mechanisms • Enhanced capacity of older
and its network joint awareness and advocacy men and women to engage at
members • Conducive civil society space local and national level with
initiatives for HelpAge to engage duty relevant platforms to demand
• Enhanced capacity of bearers and key stakeholders. and access their economic,
governmental and social and cultural rights
non-governmental actors to
eﬀectively address the legal • Stronger national capacity
frameworks protecting the of duty bearers and other
rights of older men and stakeholders to implement
women in their respective the legal frameworks
countries. protecting the rights of
older men and women.

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Annex D.
Part 1. Project design g

Logframe examples Part 2. Logic models

2.1 Theory of Change
Figure 23: Logframe, example 1 2.2 Results Framework
Gravis, India: Enhancing Women and Girls’ Leadership in Climate Change Adaptation in the 2.3 Logical Framework
Thar Desert, India. GRAVIS is the lead applicant and donor is EC
Annex B. Example of a
Problem Tree and Objective
Results chain Indicator Baseline (value and Target (value and Source and means Assumptions Tree
reference year) reference year) of verification
Annex C. Examples of
Theories of Change

To contribute to the Documented and Minimal recognition, Significantly increased • Final evaluation Annex D. Examples of
enhanced leadership replicable models of limited involvement recognition, report of the project Logical Frameworks
of women and girls, women and girls led with no leadership of involvement and • Findings of three (Logframes)
and greater gender drought mitigation, women and girls in leadership of women published studies
equality, in drought NRM and CCA in four drought mitigation, and girls in drought
Impact (overall objective)

mitigation, Natural drought prone Districts NRM and CCA mitigation, NRM and Part 3. Frameworks for
Resource Management of the Thar Desert, CCA by the end of the MEAL g
(NRM) and Climate India project
Change Adaptation
(CCA) in the Thar Sustainable Gender Equality Index Gender Equality Index • SDG Index Report of
Desert of India Development Goals Score for Rajasthan is Score for Rajasthan is Niti Ayog of
(SDGs) Index Score for at 37 out of 100 as of at least 55 out of 100 Government of India
Rajasthan with respect November 20182 by the end of the
to Goal 5 (Gender project
Equality)1

To enhance voice and The level of Minimal participation Increased confidence • Annual impact • Traditional attitudes
Outcome(s) (specific objective(s))

effective participation participation of women of women and girls of women and girls assessment studies of men and others in
of women and girls in and girls in drought within the communities with an inter- • Published studies power do not
drought mitigation, mitigation, NRM and on drought mitigation, generational learning outweigh the
• Testimonies
NRM and CCA through CCA NRM and CCA with approach and by increased voice of
collected from
an inter-generational particular including older women, women and girls in
women and girls
learning approach marginalization of younger girls and drought mitigation,
older women, younger women and girls with NRM and CCA
girls and women and disabilities in 80
girls with disabilities Intergenerational
Learning Groups
(ILGs) and 80 Self Help
Groups (SHGs)

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Part 1. Project design g

An increase in the The community Significantly more • Final evaluation
(specific objective(s))

number of women and lifestyle is skewed women and girls, report

girls, including older favourably towards the including older women, • Findings of three
Outcome(s)

women, younger girls male population who younger girls and published studies Part 2. Logic models
and women and girls take all the important women and girls with
with disabilities that decisions thereby disabilities report that 2.1 Theory of Change
have a role in decision leading to gender they are actively involved
2.2 Results Framework
making in economic and inequality in the economic and
social processes at home social decisions at home 2.3 Logical Framework
and in the community and in the community
Annex B. Example of a
1. Enhanced Knowledge level of Medium level of Significantly increased • Pre and post training • Positive support in Problem Tree and Objective
capacity of GRAVIS GRAVIS team on how knowledge among knowledge of project survey all Districts from Tree
as local Civil Society to plan, implement and GRAVIS team team in planning, • Annual impact the local authorities Annex C. Examples of
Organization (CSO) monitor women and implementation and assessment studies will be received Theories of Change
to promote gender girls led climate monitoring and • Retention of team and
equality and climate change adaptation evaluation, climate support from good Annex D. Examples of
change related action change and gender and external consultants Logical Frameworks
actions development (Logframes)
• Support from the
communities will be
received Part 3. Frameworks for
• ILG and SHG MEAL g
members actively
attend the trainings
and participate
• Continued
participation of
Outputs

community members
in the project after
receiving trainings

Recognition by local GRAVIS has medium Strengthened • Interviews with local

authorities of GRAVIS to strong levels of partnerships with local authority key
in all parts of Thar partnerships with the authorities in all informants as part of
Desert, India local authorities Districts of Thar Desert Annual Impact
Assessment studies
• Final evaluation

Number and quality of Some past experience 3 good quality project • Proposals and/or
new proposals and/or available in proposals, proposals and/or reports reports
subject related research reports writing and in on the related theme of • Studies
reports led/authored by organisation of studies the action are produced
GRAVIS by GRAVIS in the
project lifetime.
3 studies planned under
the action are conducted
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2. 80 strong, Number of ILGs formed Zero ILGs exist, as 80 ILGs formed and 80 • ILGs and SHGs
sustainable ILGs and number of women such an endeavour has SHGs identified Meeting minutes
created and trained, and girls who joined not been undertaken respectively • ILG and SHG
and 80 existing ILGs; Number of before Each ILG with 10 members’ lists. Part 2. Logic models
SHGs identified and existing SHGs 80 SHGs exist, not members with 800 • Testimonies of ILG
trained, to benefit identified who are associated to the women and girls in 2.1 Theory of Change
and SHG members
the project villages, willing to support the project total with at least 160 2.2 Results Framework
and as a resource for project older women (aged
the future above 60 years) and 2.3 Logical Framework
160 younger girls
Annex B. Example of a
(aged between 10 and
Problem Tree and Objective
17), and also inclusive
Tree
of women and girls
with disabilities Annex C. Examples of
Theories of Change
Outputs

80 functional SHGs
with 800 members
Annex D. Examples of
in total identified
Logical Frameworks
(Logframes)
Number of ILG and Zero persons trained, 800 ILG members and • Training attendance
SHG members as such trainings have 800 SHG members lists
successfully trained not been conducted trained on gender and Part 3. Frameworks for
• Pre and post surveys
on gender and before development and CCA MEAL g
at each training
development as well
as on CCA (not only
knowledge in these
fields, but also learning
leadership skills,
and improving
confidence)

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Part 1. Project design g

3. An enabling Change in the attitudes Rigid attitudes about Changed community • Annual impact
environment created of members of the letting women and girls attitudes assessment studies
for women and girls, community, including lead and lack of
to lead on drought the leaders, men and understanding on the
Part 2. Logic models
mitigation, NRM and boys, supporting women ILG approach
CCA and girls’ leadership in 2.1 Theory of Change
women and girls’ led
2.2 Results Framework
drought mitigation,
NRM and CCA and on 2.3 Logical Framework
ILG approach
Annex B. Example of a
Number of community Zero, since this is a new At least 4,000 • Awareness camps Problem Tree and Objective
representatives initiative undertaken in community members records and pictures Tree
attending (a) awareness the community (50-50 male-female ratio) • Village dialogue Annex C. Examples of
camps and (b) Village attend awareness camps minutes and pictures Theories of Change
dialogues At least 5,000
Annex D. Examples of
community members
Logical Frameworks
attend village level
(Logframes)
dialogues (50-50
male-female ratio)
Outputs

Part 3. Frameworks for

Copies of Information, IEC materials not 4 sets of IEC materials • Copies of IEC MEAL g
Education and developed in the past and produced and materials
Communication (IEC) about 4,000 copies • Feedback from IEC
materials produced and disseminated among readers/users
received by the community, Community
community Based Organizations
(CBOs), CSOs, and
other stakeholders

4. 800 rainwater Number of RWH Limited numbers of 800 RWH structures • Annual impact
harvesting (RWH) structures RWH structures constructed and assessment studies
structures benefitting about 10% renovated including 360 • Records and pictures
constructed under population exist in taankas (water storage of RWH structures
project area tanks), 360 khadins
the leadership of
(farming dykes) and
women and girls for 64 beries (percolation
community use and wells) and 16 village
as demonstration ponds benefitting at
models for future least 60% population
replication of project villages

Number of women and Limited roles of women RWH structures • Annual impact
girls leading the and girls in creation of constructed under the assessment studies
creation of these RWH RWH structures direct leadership of • Feedback and inputs
technologies and 1,600 women and girls from the women and
structures of ILGs and SHGs, and girls involved in the
in their ownership project
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5. 908 women led Number of initiatives Limited number of 908 women and • Annual impact
initiatives (300 (CSBs, crop initiatives for girls led initiatives assessment studies
Community Seed demonstrations, providing food and (300 CSBs, 300 crop • Records and
Banks (CSBs), 300 AHUs, and pastures) nutrition security demonstrations, pictures of the seed Part 2. Logic models
crop demonstrations, cover about 20% 300 AHUs and 8 banks, crop
300 Arid Horticulture population in project pastures) organised demonstrations, 2.1 Theory of Change
Units (AHUs) and villages for food and nutrition horticulture units 2.2 Results Framework
8 pastures) organised security cover at least and pastures
for food and nutrition 80% population of 2.3 Logical Framework
security. project villages
Annex B. Example of a
Problem Tree and Objective
Number of women Limited participation 1,600 women and • Case studies Tree
and girls leading and and leadership of girls from ILGs and collected by the
participating in these women and girls in SHGs leading or project team Annex C. Examples of
initiatives these initiatives participating the Theories of Change
initiatives Annex D. Examples of
Outputs

Logical Frameworks
6. 3 studies published, Number of studies GRAVIS has 3 studies focused on • Copies of studies (Logframes)
and 6 events conducted and conducted some participation of
organised to share the published studies in the past women and girls in
learning focusing on its drought mitigation, Part 3. Frameworks for
drought mitigation NRM and CCA over MEAL g
interventions that the course of the
have provided useful project are published
insights and 500 copies of each
study disseminated

Dissemination events Dissemination events 6 Dissemination • Reports of

where experiences have not been events (4 at District dissemination
and challenges are conducted in the past level, 1 each at State events
shared with key and National levels)
stakeholders at attended by at least
District, State and 460 participants
National levels

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What are the key Assumptions: Part 1. Project design g

Means: What are the political, technical, financial, human and material resources
activities to be carried required to implement these activities, e.g. staff, equipment, supplies, operational Factors outside
out to produce the facilities, etc.? project
intended outputs? management’s
Costs: What are the action costs? How are they classified? (Breakdown in the budget control that may Part 2. Logic models
(activities should in for the action) impact on the
principle be linked to 2.1 Theory of Change
Activities

activities-
corresponding outputs linkage
output(s) through clear Human resources: will include technical, administrative, project coordination and 2.2 Results Framework
numbering) management and finance staff, drivers, logisticians, community workers
2.3 Logical Framework
Technical inputs: will be required from consultants on gender, climate change,
evaluations, research, and documentation of evidence Annex B. Example of a
Problem Tree and Objective
Material resources: will be needed for construction, vehicle, computers, air conditioners, Tree
power generators, audio visual equipment, cameras, machine tools, spare parts
Annex C. Examples of
Theories of Change

1. 1.1 Setting up project Human resources • Communities’ Annex D. Examples of

offices, team and positive and Logical Frameworks
• Project team of GRAVIS (Senior Programme Coordinator, Project Coordinator, 8 Community
systems active support (Logframes)
Workers, Finance Officer, Project Assistant, Finance and Admin Assistant and Driver)
1.2 Baseline survey of will be received
• HelpAge resource person
project villages • Positive support
Part 3. Frameworks for
1.3 Annual staff Technical resources from the local
MEAL g
residential authorities at
• Consultants (civil engineering, gender, sociology, agri-horticulture).
workshops the different
• Consultants for baseline survey and final evaluation levels
1.4 Staff trainings on
gender, development Material resources • There will be no
and climate change severe drought
• Setting up of Project Head Office (HO) and 4 District Offices (DOs)
to slow the
1.5 Staff trainings on • Purchase and use of project vehicles – 1 4-WD vehicle and 5 bikes project progress
monitoring and
• Purchase and use of other equipment – 2 computers with printers and UPS, 5 laptops,
evaluation
1 LCD projector, 5 sets of furniture, 3 air conditioners, 1 audio visual equipment, 1 generator
1.6 GRAVIS and 4 digital cameras
participation in
• Purchase and use of training materials such as charts, boards and markers
national level and
international level
events
1.7 Final external
evaluation

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Part 1. Project design g

2. 2.1 Formation of ILGs Human resources
and identification of • Project team of GRAVIS (Senior Programme Coordinator, Project Coordinator, 8 Community Workers,
SHGs Finance Officer, Project Assistant, Finance and Admin Assistant and Driver)
2.2 Trainings for ILGs • HelpAge resource person Part 2. Logic models
and SHGs on gender
and development 2.1 Theory of Change
Technical resources
and climate change 2.2 Results Framework
• Consultants (gender, sociology)
2.3 Logical Framework
Material resources
• Use of Project Head Office (HO) and 4 District Offices (DOs) Annex B. Example of a
• Use of project vehicles – 1 4-WD and 5 bikes Problem Tree and Objective
Tree
• Use of other equipment – 2 computers with printers and UPS, 5 laptops, 1 LCD projector, 5 sets of
furniture, 3 air conditioners, 1 audio visual equipment, 1 generator and 4 digital cameras Annex C. Examples of
• Purchase and use of training materials such as charts, markers, boards Theories of Change
Annex D. Examples of
3. 3.1 Awareness camps on Human resources Logical Frameworks
gender, NRM, (Logframes)
• Project team of GRAVIS (Senior Programme Coordinator, Project Coordinator, 8 Community Workers,
drought mitigation Finance Officer, Project Assistant, Finance and Admin Assistant and Driver)
and CCA
• HelpAge resource person Part 3. Frameworks for
3.2 Village dialogues MEAL g
3.3 Development of IEC Technical resources
materials • Consultants (civil engineering, gender, sociology, agri-horticulture).
3.4 Annual impact • Consultants to conduct impact assessment and for IEC materials
assessment studies
Material resources
• Use of Project Head Office (HO) and 4 District Offices (DOs)
• Use of project vehicles – 1 4-WD and 5 bikes
• Use of other equipment – 2 computers with printers and UPS, 5 laptops, 1 LCD projector, 5 sets of
furniture, 3 air conditioners, 1 audio visual equipment, 1 generator and 4 digital cameras
• Purchase and use of training materials such as charts, boards and markers
• Purchase and use of training materials such as charts, markers, boards

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Part 1. Project design g

4. 4.1 Construction of Human resources
drinking water • Project team of GRAVIS (Senior Programme Coordinator, Project Coordinator, 8 Community Workers,
storage tanks Finance Officer, Project Assistant, Finance and Admin Assistant and Driver)
(taankas)
• HelpAge resource person Part 2. Logic models
4.2 Renovation of
• Construction workers 2.1 Theory of Change
Village ponds
4.3 Renovation of Technical resources 2.2 Results Framework
percolation wells
• Consultants (civil engineering, agri-horticulture) 2.3 Logical Framework
(beries)
4.4 Construction of Material resources Annex B. Example of a
farming dykes • Use of Project Head Office (HO) and 4 District Offices (DOs) Problem Tree and Objective
(khadins) Tree
• Use of project vehicles – 1 4-WD and 5 bikes
• Use of other equipment – 2 computers with printers and UPS, 5 laptops, 1 LCD projector, 5 sets of Annex C. Examples of
furniture, 3 air conditioners, 1 audio visual equipment, 1 generator and 4 digital cameras Theories of Change
• Construction materials including cement, stone slabs, iron lids and murrum Annex D. Examples of
Logical Frameworks
(Logframes)
5. 5.1 Setting up 300 CSBs Human resources
5.2 300 Crop • Project team of GRAVIS (Senior Programme Coordinator, Project Coordinator, 8 Community Workers,
demonstrations Finance Officer, Project Assistant, Finance and Admin Assistant and Driver) Part 3. Frameworks for
5.3 Setting up 300 • HelpAge resource person MEAL g
AHUs • Construction workers
5.4 Setting up 8 pasture
units Technical resources
• Consultants (civil engineering, agri-horticulture)

Material resources
• Use of Project Head Office (HO) and 4 District Offices (DOs)
• Use of project vehicles – 1 4-WD and 5 bikes
• Use of other equipment – 2 computers with printers and UPS, 5 laptops, 1 LCD projector, 5 sets of
furniture, 3 air conditioners, 1 audio visual equipment, 1 generator and 4 digital cameras
• Construction, storage and plantation materials including mud pitchers, seeds, manure, racks,
plant saplings, irrigation pitchers, fencing materials and stone slabs

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Part 1. Project design g

6. 6.1 A study on the roles Human resources
of women and girls • Project team of GRAVIS (Senior Programme Coordinator, Project Coordinator, 8 Community Workers,
in drought Finance Officer, Project Assistant, Finance and Admin Assistant and Driver)
mitigation, and NRM
• HelpAge resource person Part 2. Logic models
6.2 A study on inter-
• Consultants to conduct studies 2.1 Theory of Change
generational
approaches on 2.2 Results Framework
Technical resources
gender and
development • Consultants (civil engineering, gender, sociology, agri-horticulture) 2.3 Logical Framework
6.3 A study on the link Material resources Annex B. Example of a
between gender Problem Tree and Objective
• Use of Project Head Office (HO) and 4 District Offices (DOs)
equality and CCA Tree
• Use of project vehicles – 1 4-WD and 5 bikes
6.4 Dissemination
• Use of other equipment – 2 computers with printers and UPS, 5 laptops, 1 LCD projector, 5 sets of Annex C. Examples of
events at the District
furniture, 3 air conditioners, 1 audio visual equipment, 1 generator and 4 digital cameras Theories of Change
level
6.5 Dissemination event • Printing of studies Annex D. Examples of
at the State level • Venue hire for the events Logical Frameworks
(Logframes)
6.6 Dissemination event
at the National level
Part 3. Frameworks for
MEAL g

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Figure 24: Logframe, example 2 Part 1. Project design g

HelpAge International: Inua Jamii – Innovations in social protection for older people in urban Kenya

Part 2. Logic models

Results chain Indicators Baseline Current value Targets Source and Assumptions
(including (reference year) (including means of 2.1 Theory of Change
reference reference year) verification
year) 2.2 Results Framework
2.3 Logical Framework
To improve the Increase in % of TBC by TBC upon baseline Project surveys , (i) Social protection
systems and surveyed older baseline Inua Jamii 70+ mechanisms have a direct Annex B. Example of a
accessibility of women and older study official data reports impact on poverty Problem Tree and Objective
social protection men who as a for Kibra and reduction, income security Tree
programmes for result of project Dagoretti and resilience for older Annex C. Examples of
marginalised older interventions report (programme MIS women and men, and Theories of Change
women and older more adequate reports), Final redress socio-economic
men in urban or improved or Project Report, imbalances and Annex D. Examples of
communities of sustainable income Project external inequalities. Logical Frameworks
Nairobi, Kenya security (Disagg.: evaluation, (Logframes)
(ii) Successful change is
age cohort, HelpAge
most effectively achieved
disability, location) International
by combining grassroots- Part 3. Frameworks for
Insights Report,
% increase in TBC by 17.4% of GDP per A minimum of level awareness and MEAL g
Pension Watch
adequacy of baseline capita (2015) 20% adequacy participation, all-levels
Overall objective: Impact

publications, IMF
pension study level achieved and advocacy and technical
World Economic
payments through sustained by advisory support to
Outlook database,
IJ70+3 project end governments and
Government of
authorities.
% and monetary TBC by KES 6.5 billion for TBC upon baseline Kenya budget and
value of increase in baseline IJ70+ for the FY study budget hearings (iii) The demand for
budget allocated to study 2016/17 inclusive, effective and
age-sensitive social And appropriate social
protection in Kenya protection programmes
KES 7.56 billion for
with verifiable for older people is
OP-CT for the FY
contribution from conditioned by the
2016/17
the project association of a broad
range of actors including
older people themselves.
(iv) The macroeconomic
and socio-political context
in Kenya remains stable
and allows for sustainable
funding of the social
pension scheme through
domestic fiscal resources

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Outcome 14 # and % of eligible TBC by N/A as IJ70+ is not At least 6,000 Quarterly project (i) The targeted cohort of
(Oc 1) women and men baseline yet operational at eligible older reports, notes from older women and older
aged 70+ accessing study the time of writing women and men monitoring visits, men aged 70+ are
Older women’s
IJ70+ with support the Logframe aged 70 and minutes of annual attainable in target urban
and older men’s Part 2. Logic models
from the project, in above (60% of the review, external locations and are not
access to the I
the targeted targeted age group) end of project affected by instability 2.1 Theory of Change
nua Jamii 70+
locations in target locations evaluation, end of due to migration, political
cash transfer 2.2 Results Framework
(Disagg.: Age receive information project report instability or natural
programme5 in
cohorts above 70, about enrolment disasters 2.3 Logical Framework
project locations6
disability, location) and criteria for
is more effective,
Specific objective(s): Outcome(s)

(ii) Foreseen operational Annex B. Example of a

IJ70+ (at least
appropriate, challenges faced during Problem Tree and Objective
55% women as
and equitable7 the roll-out of both Inua Tree
per demographic
Jamii 70+ CT and NHIF
projections)
cover are acted upon and Annex C. Examples of
resolved Theories of Change

# and % of eligible TBC by 0 as this service At least 1,140 (iii) Delivery channels Annex D. Examples of
and most baseline will be introduced eligible and more and mechanisms can be Logical Frameworks
vulnerable older study by the project itself vulnerable older improved to be gender-age (Logframes)
women and older women and men & disability appropriate,
men supported to aged 70 and above thus removing practical
access in target locations access barriers for the Part 3. Frameworks for
simultaneously the (at least 55% most vulnerable segments MEAL g
complementary women as per of the 70+ population of
benefits of IJ70+ demographic older persons
and NHIF projections)
(Disagg.: by age receiving paralegal
cohort, disability, support to remove
location) practical barriers to
accessing IJ70+/
NHIF

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Part 1. Project design g

Outcome 2 % of target older TBC by 50% increase Project surveys, (i) Older women and men
(Oc 2) female and male baseline overall for older project reports, associated to the project
beneficiaries who study people official policy have the willingness,
The accountability
report being And documents, capacity and opportunities
of key target Part 2. Logic models
satisfied that their case studies, to voice their needs and
stakeholders in Reduction in
voice is adequately testimonies, policy priorities. Formal and/or 2.1 Theory of Change
the delivery of the reported gender
heard as a result of documents traditional barriers or
IJ70+ programme, gap if any 2.2 Results Framework
project restrictions associated
and in particular identified at
empowerment with gender, age, 2.3 Logical Framework
the Government baseline
interventions ethnicity, disability or
of Kenya, is Annex B. Example of a
(Disagg.: age other key factors and
increased Problem Tree and Objective
cohorts, disability, which prevent equal
including in Tree
location) participation in
project locations
governance, accountability
Annex C. Examples of
or decision-making can be
Theories of Change
# of relevant TBC by TBC upon baseline reduced or removed
Specific objective(s): Outcome(s)

accountability baseline study Annex D. Examples of

(ii) Authorities
infrastructure study Logical Frameworks
demonstrate continuous
(policies, (Logframes)
interest and concrete,
mechanisms,
sustainable commitments
processes) that
to adequately meeting Part 3. Frameworks for
show improved
their accountability MEAL g
age, disability and
obligations vis-à-vis older
gender-
women and older men
responsiveness as
a result of the
project
(Disagg.: type)

# of suggestions N/A TBC upon baseline

made by older process, with a
women, older men quantified target for
or those working suggestions related
on their behalf to gender equality
incorporated to
improve age,
disability and
gender-responsive
accountability
provisions in IJ70+
in particular
(Disagg.: by topic,
location)

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Outcome 3 Evidence of TBC at TBC upon Policy Analysis, (i) Stakeholders have the
(Oc 3) stronger baseline baseline Gazettes or official motivation and capacity
coordination and publications, to reform or change IJ70+
Targeted State and
support between project interim delivery processes based
Non-State social Part 2. Logic models
State and Non- reports, decision- on evidence from the
protection actors
State social maker influence project 2.1 Theory of Change
demonstrate
protection actors log, official
increased capacity (ii) The quality of data 2.2 Results Framework
and stakeholders statistics of social
to deliver generated on older
with evident protection 2.3 Logical Framework
inclusive, persons reflects the
confidence and schemes, case
integrated, diversity of this population Annex B. Example of a
capacity to adapt, studies,
age-gender and and the intersectionality Problem Tree and Objective
implement and testimonies,
disability- of age with other factors Tree
monitor age- research reports,
Specific objective(s): Outcome(s)

appropriate (gender, disability and

gender-disability articles, policy
programmes in specific urban Annex C. Examples of
inclusive social briefs, training and
Kenya, informed vulnerability(ies), thus Theories of Change
protection as a capacity building
by project learning providing credible grounds
result of the reports, external Annex D. Examples of
and evidence8 for policy and influencing
project’s project evaluation Logical Frameworks
interventions report, national (Logframes)
(Disagg.: type of budget and budget
actor, category of hearings
improvement)9 Part 3. Frameworks for
MEAL g

Evidence of TBC by TBC

improved baseline
coordination, study
linkages and
dialogue between
SAU (social
pension) and NHIF
(social health
insurance) towards
integrated social
protection for older
women and men

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Part 1. Project design g

Output 1.1 % increase in older TBC by 50% increase Project surveys, (i) Security and mobility
(Op 1.1 related to women and older baseline overall for older project reports, issues do not restrict the
Oc 1) men who can recall study people who can annual reviews, participation of older
at least 3 recall external evaluation, women and older men,
Older women and Part 2. Logic models
fundamental rights And final project report regardless of gender,
older men,
for older people ethnicity, disability 2.1 Theory of Change
including and Reduction in
(including one or other factors, in
specifically those observed gender 2.2 Results Framework
specific to social participating in
eligible to IJ70+, gap if any
protection, and one community information 2.3 Logical Framework
are better identified at
specific to and awareness activities
informed on and baseline Annex B. Example of a
age-disability-
more aware of Problem Tree and Objective
gender equality)
their rights Tree
Outputs

and entitlements (Disagg.: age

in relation to cohort, location, Annex C. Examples of
integrated social disability) Theories of Change
protection,
Annex D. Examples of
age-disability-
Logical Frameworks
gender equality, Increase in % of TBC by Proportion (Logframes)
governance, targeted older baseline increased to at least
participation and women and men study 50% overall for older
financial inclusion who demonstrate people who can Part 3. Frameworks for
knowledge of how raise an issue MEAL g
to raise an issue of And
concern with the
Reduction in
relevant authority
observed gender
(Disagg.: age gap if any identified
cohort, disability, at baseline
location)

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Part 1. Project design g

Op 1.2 # of eligible N/A 1,140 older women Project indicators (i) registration services
women and men and men by project and output (whether specific to age
Barriers, risks and
aged 70+ , end including at trackers, project protection, healthcare
constraints
including PWDs, least 55% women monitoring visit benefits or identification)
(including Part 2. Logic models
in project and partner are willing and able to
negative and
locations reports, project adapt their services to the 2.1 Theory of Change
ageist attitudes in
supported to annual reports, needs and rights of older
the community-at- 2.2 Results Framework
obtain or renew secondary women and older men
large) which
mandatory demographic 2.3 Logical Framework
hinder equal (ii) the availability and
identification and datasets
access to age- quality of research and Annex B. Example of a
registration
specific social data on gender equality Problem Tree and Objective
documents
protection and power dynamics in Tree
including NHIF
Outputs

schemes or relation to cash transfers

cards
provisions in allow for the generation of Annex C. Examples of
urban settings and (Disagg.: age accurate and meaningful Theories of Change
in particular IJ70+ cohorts, disability, learning which can be
location, type of Annex D. Examples of
are documented leveraged in policy
document) Logical Frameworks
and addressed, dialogue at national and
(Logframes)
with a specific county level
focus on gender
and disability- Evidence of N/A 1 study documented
gender-specific and disseminated Part 3. Frameworks for
related risks and
urban barriers MEAL g
inequalities
and constraints
documented
through a robust
research report

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Part 1. Project design g

Op 2.1 Increase in # and TBC by Parity achieved Project surveys and (i) Organisations working
(related to Oc 2) % of female baseline by project end – assessments, case with and on behalf of
leadership within study a minimum studies, interviews, older people have
Older women
age-focused of 50% women in testimonies, project sufficient capacity to
and older men in Part 2. Logic models
community-based leadership reports, external understand and apply
project locations,
groups or positions evaluation empowerment strategies 2.1 Theory of Change
including the most
structures giving equal opportunities
vulnerable, have 2.2 Results Framework
(Disagg.: by age for older women and older
increased and
cohort, disability, men to engage in dialogue 2.3 Logical Framework
equal agency to
location, group with duty bearers and
hold duty bearers Annex B. Example of a
type) advocacy actions
to account Problem Tree and Objective
towards the (ii) Traditional or formal Tree
realisation of constraints and barriers
Evidence of TBC by TBC by baseline
their rights to which may exist leading Annex C. Examples of
increased OPA/ baseline study
(integrated) social to the exclusion or Theories of Change
OCMs effective and study
protection marginalisation of
active functioning Annex D. Examples of
(based on older women from local
Logical Frameworks
predefined governance and
(Logframes)
assessment participation are
Outputs

criteria) understood and addressed

in order to promote female Part 3. Frameworks for
(Disagg.: by group, leadership and voice at
location) MEAL g
community level

Op 2.2 % of complaints TBC by Target TBC upon (i) The responsiveness of

and grievances baseline baseline study10 key national IJ70+
An effective,
raised and lodged study And stakeholders in seeking
inclusive and
by or on behalf of beneficiary feedback and
responsive Reduction in
older women or respond appropriately to
complaints and observed gender
older men in their needs and demands
grievances gap if any
project locations including the needs of
mechanism is identified at
and adequately women and the most
embedded in IJ70+ baseline
addressed during vulnerable groups is
operations, for And
mandated resourced and sustained
older women and
timeframe evidence of
older men to
(Disagg.: by type, awareness
fully and equitably
topic, location, amongst
engage in
claimant profile stakeholders about
accountability and
[age cohort, the needs and
governance at
gender, disability constraints facing
various levels
status]) older women
specifically

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Part 1. Project design g

Op 3.1 # of policy- 0 TBC upon Project publication (i) data, findings and
(related to Oc 3) oriented baseline log/repository, recommendations
knowledge links to online generated by the project
Key innovations
products publication of are of high quality,
and learning from Part 2. Logic models
generated by the results, proof of relevant to needs and
the project are
project and attendance to context, actionable and 2.1 Theory of Change
shared with, and
disseminated at conferences and adequately disseminated
influence the 2.2 Results Framework
county, national seminars, recording with the relevant
design and
and regional/ and official notes stakeholders at all levels 2.3 Logical Framework
delivery of other
international from webinars,
age-appropriate Annex B. Example of a
through Social project Gender
cash transfer Problem Tree and Objective
Protection Action Plan,
programmes in Tree
learning events or Project Advocacy
Kenya and
platforms and Policy Strategy
internationally, Annex C. Examples of
particularly in (Disagg.: by type Theories of Change
relation to of document,
Outputs

topic) Annex D. Examples of

disability-gender
Logical Frameworks
equality and urban
(Logframes)
specificities

Op 3.2 # and % of TBC by TBC upon Training reports, (i) Partners associated to Part 3. Frameworks for
targeted baseline baseline testimonies, the project (HelpAge MEAL g
The capacity of
targeted stakeholders who study external project International in particular)
authorities to report improved evaluation report, retain credibility vis-à-vis
effectively design capacity as a project interim social protection actors
and manage result of project reports, minutes of as go-to experts on
well-targeted, interventions and quarterly and matters of ageing, older
age-disability- support annual reviews by people’s rights and social
gender-equitable, (Disagg.: type of the project steering protection, thus having
accountable and stakeholder, committee capacity and agency to
inclusive social categories of SP support targeted
protection capacity authorities through
schemes for older improved) capacity building and
people is improved technical advice

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Part 1. Project design g

In relation to Op 1.1 Means (i) activities are relevant in
6 laptops the local context, suitable
A1.1.1 36 public awareness raising sessions about rights and entitlements of older people targeting
to local needs, adequately
8,000 older women and older men in particular (ca. 2,650 individuals per year), including messaging on 2 photocopiers
budgeted and resourced
gender equality, protection and inclusion Part 2. Logic models
2 cameras
A1.1.2 12 orientation meetings with community-level stakeholders to present the project, and raise (ii) inflation remains
40 tablets 2.1 Theory of Change
awareness on the rights and entitlements of older people, including messaging on gender equality, within assumed range
protection and inclusion 4 desks 2.2 Results Framework
(iii) staffing and wider
A1.1.3 1 project launch event gathering national and sub-national stakeholders to coalesce support for 6 small storage
organisational capacity 2.3 Logical Framework
the project, clarify roles, raise awareness on rights and entitlements of older people (including messaging furniture
allow for expertise to be
on gender equality, protection and inclusion) 4 chairs sustained or strengthened Annex B. Example of a
towards the effective Problem Tree and Objective
A1.1.4 Monthly radio campaigns and community announcements for information sharing about IJ70+
realisation of the workplan Tree
and NHIF benefits and enrolment procedures Fully-equipped
A1.1.5 Production and dissemination of appropriate (age, gender, literacy levels, disability) IEC materials offices for each Annex C. Examples of
in relation to social protection rights, IJ70+ enrolment, NHIF enrolment partner Theories of Change
A1.1.6 Development, piloting and roll-out of a training module on financial inclusion (financial literacy, Annex D. Examples of
self-protection and rights) and asset management appropriate to the needs and constraints of older 3 project Logical Frameworks
women and older men in urban settings, including equitable resource management and household-level coordinators (1 per (Logframes)
decision-making when applicable partner)
A1.1.7 Development, testing and roll-out of a ToT module for ‘designated caregivers’ (official terminology
Activities

1 country director
for proxies) in prevention of financial abuse and other risks associated with the disbursement of cash Part 3. Frameworks for
1 advocacy MEAL g
transfers to older women and men in urban settings
coordinator
In relation to Op 1.2 1 M&E manager
A1.2.1 Gender, Ageism, Disability and Urbanisation Study (mixed method and/or participatory 3 finance officers (1
exploration of gender-specific risks, power imbalances, needs and existing coping strategies in relation to per partner)
income security and financial inclusion, women’s experiences of inequalities, costs and safety) 1 finance
A1.2.2 Capacity building and technical support to payment agents (4 banks) on age-and-gender- coordinator
appropriate financial services and prevention of financial elder abuse (1 ToT workshop for 5 volunteers
representatives from the bank; coordination and liaison with focal points within the banks)
3 M&E assistants
A1.2.3 Mapping, inductions, awareness raising and coordination with the safety ecosystem at
1 PSRI Director
community level, i.e. groups, structures or institutions who would have a role in the surveillance and
response of abuse and violence in order to nurture a more protective environment, particularly for older 2 PSRI researchers
women in relation to cash transfers and financial transactions 1 PSRI
A1.2.4 Logistical and paralegal support to 1,130 older women and older men to obtain or renew Epidemiologist
mandatory identification documents (including but not limited to: birth certificates, ID cards, bank cards,
PIN numbers, bank accounts information, etc.) Office stationary
A.1.2.5 Strengthen and expand community support mechanisms existing at KARIKA and KDCCE Local transport
including home visits, confidential and safe repository of IJ70+ beneficiaries’ documentation (copies in
case of loss of ID, Bank PIN, NHIF card, etc.) Radio campaign
announcements
A.1.2.6 Proactively engage with the media to research and publish journalistic reports on older women,
gender issues and age-disability-gender intersections in urban communities in Kenya Loudspeakers
IEC material

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Part 1. Project design g

In relation to Op 2.1 Means (cont)
A.2.1.1 Training and ongoing capacity building to 24 OPAs and their members on OPA governance, Renting of rooms
role, advocacy skills, monitoring of IJ70+ services (including NHIF), gender equality and inclusion of for meetings,
hard-to-reach members of society training and Part 2. Logic models
conferences
A.2.1.2 Training and ongoing capacity building to 20 OCMGs, 50 BWCs, 2 partner NGOs and their 2.1 Theory of Change
members on data collection and analysis (including digital data collection), participatory action research Branding/
techniques, gender equality towards the effective monitoring of age-gender & disability-friendly financial marketing banners 2.2 Results Framework
services in designated banks, monitoring of payment processes External trainers 2.3 Logical Framework
A.2.1.3 Logistical support (e.g. transport) to facilitate the dialogue between OPAs/OCMGs and duty Translation
bearers to raise issues, voice the concerns of older women and older men in relation to cash transfers, services Annex B. Example of a
and seek to resolve barriers, exclusion factors and other issues Problem Tree and Objective
International
Tree
A.2.1.4 Pilot the BWCs training manual in Kibra & Dagoretti with select BWC representatives mission costs
A.2.1.5 Support the mobilisation and engagement of older women and older men to conduct Age External Annex C. Examples of
Demands Actions (ADA) micro-level advocacy campaigns on 3 Specific Calendar Dates, specifically consultants Theories of Change
ensuring the participation of older women and at least 1 of the 3 dates related to women’s rights or Annex D. Examples of
gender equality Costs Logical Frameworks
Technical and (Logframes)
In relation to Op 2.2
small investments:
A.2.2.1 Provide technical support and assistance to SAU/Ministry in developing a Complaints and 16,262 euros
Activities

Grievances (C&G) strategy for IJ70+, and monitoring the mechanisms for effective and genuine Part 3. Frameworks for
accountability Stationary and
MEAL g
consumables:
A.2.2.2 Facilitate ToT workshops for Inua Jamii 70+ technical staff to build the capacity of BWCs in 3 71,444 euros
test communities in order to mobilize beneficiaries, monitor payments service provision, monitor rights
abuses and other offenses and report to sub-county officers for resolution Studies and
expertise in the
In relation to Op 3.1 South:
29,166 euros
A.3.1.1 Support the development of organisational knowledge, attitudes, practices and capacity on
gender mainstreaming and gender-transformative programming (HelpAge International and partners) Local staff:
237,524 euros
A.3.1.2 Urban socio-demographic and vulnerability assessment study (University of Nairobi) including
assessment of barriers and constraints specifically prominent in urban settings in relation to access to Activities direct
essential services (social protection in particular) by older women and older men (including gender costs:
considerations in relation to access and control of resources) 282,887 euros
A.3.1.3 Longitudinal impact assessment of IJ70+ in Dagoretti and Kibra on socio-economic and Capacity building
household dynamics (University of Nairobi) including gender dimensions (repeat survey at mid-term and and training:
end of project) 19,630 euros
A.3.1.4 Launch events for the research studies jointly with University of Nairobi Short term
missions:
A.3.1.5 Publication of articles in journals and presentation of research findings in at least 1 pan-African
17,550 euros
conference
Monitoring and
A.3.1.6 Hold a side event at the Kenya Social Protection Week on Gender and Social Protection from a
support:
Life-course perspective in partnership with other social protection actors specialised on other vulnerable
55,977 euros
groups
A.3.1.7 Lessons-learned and experience sharing workshop on intersections of ageing, urbanisation
and poverty reduction gathering participants from Kenya and other sub-Saharan African countries
affected by similar trends
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Part 1. Project design g

A.3.1.8 Prepare and conduct at least 2 webinars on specific innovations of the project (urban social Costs (cont)
protection for the elderly, social accountability of universal pensions) through socialprotection.org or Evaluations:
other similar platforms 24,348 euros
A.3.1.9 Document project innovations through an Innovation Learning Report (documenting approach Learning and Part 2. Logic models
and case studies) and innovation-focused workshop involving project steering committee members knowledge
2.1 Theory of Change
development
In relation to Op 3.2 (capitalisation): 2.2 Results Framework
A.3.2.1 Conduct an internal rapid gender review and gap analysis of IJ70+ protocols and frameworks 30,652 euros
2.3 Logical Framework
(policy documents, MEL framework, operational manual) and discuss findings with SAU/Ministry Audit:
A.3.2.2 Develop a participatory policy and advocacy strategy for the project, including gender-disability- 14,218 euros Annex B. Example of a
urbanisation specific policy asks and specific objectives for the strengthening of the wider policy Other: 0 Problem Tree and Objective
ecosystem for older people’s rights in Kenya aligned with international and regional instruments Tree
Administrative
A.3.2.3 Support SAU/Ministry and payment agents with technical support to develop Minimal Standards costs and head Annex C. Examples of
and Code of Conduct on Inclusive services and prevention of financial abuse (charter of services and office: Theories of Change
rights) to IJ70+ beneficiaries, as a contractual obligation of payment agents and document this innovation 56,921 euros
through a detailed case study Annex D. Examples of
Logical Frameworks
A.3.2.4 Support SAU/Ministry with technical advice for the revision, improvement and upgrade of the
TOTAL: (Logframes)
IJ70+ Operational Manual against agreed criteria in relation to appropriate targeting, gender equality,
870,078 euros
accountability and inclusion in particular
Activities

A.3.2.5 Support Ministry of Labour with technical advice and policy dialogue in strategic areas of Part 3. Frameworks for
age-specific social protection (e.g. and to be confirmed upon project inception: joint sessions with the MEAL g
Parliamentary Committee on Social and Welfare Affairs; Finalisation of the Older People Bill,
preparations for the UN-OEWG on Ageing; SDG reporting on social protection and health, events on the
International Day of Older People)
A.3.2.6 Initiate and maintain dialogue with gender-focused national stakeholders including the Ministry
of Gender and the National Gender Equality Commission (project induction meetings, launch of research
reports under joint-patronage, policy dialogue to mainstream ageing into the national gender policies and
legislation)
A.3.2.7 Policy dialogue meetings with Nairobi County Executives on drafting county-specific older
people and social protection policies and the role of local government in pensions/cash transfers
mechanisms
A.3.2.8 Engagement of Key stakeholders to develop the Social Protection Sector Review and Investment
Plan at the County Level
A.3.2.9 Develop a BCC guide and train national, county and Sub-county officials (e.g. NHIF staff, staff
in registration bureaus, social protection officers, social welfare staff, chief and assistant chiefs, etc.)
on communication skills with older persons and awareness of their rights, needs, constraints including
messaging on gender equality and protection
A.3.2.10 Support secondary partners (KARIKA and KDCCE) with organisational development resources
including communication tools (including website and social media engagement), office equipment,
organisational manuals and procedures as per recommendations of joint assessment and capacity
building plans
A.3.2.11 Engage in sectoral dialogue through social protection platforms and national forums

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Part 1. Project design g

Monitoring and evaluation
9 Quarterly Project Coordination meetings involving an established project steering committee
(standard attendance to include Inua Jamii CT banks, HelpAge, Social Assistance Unit (SAU)/NSNP,
and designated secondary partners associated to the project including University of Nairobi, with Part 2. Logic models
Activities

guest attendees as and when required, for example Ministry of Gender)

2.1 Theory of Change
3 annual reviews involving an extended project steering committee
2.2 Results Framework
1 baseline study
1 external end-of-project evaluation 2.3 Logical Framework
1 kick-off workshop Annex B. Example of a
Problem Tree and Objective
Tree
Annex C. Examples of
Theories of Change
Annex D. Examples of
Annex D endnotes Logical Frameworks
1. Sustainable Development Goals (SDG) India Index, Baseline Report 2018 (Niti Aayog); accessed via 5. Thereafter referred to as Inua Jamii 70+ or IJ70+ (Logframes)
(https://niti.gov.in/writereaddata/files/SDX_Index_India_21.12.2018.pdf) 6. The term ‘project locations’ is used throughout this document. It refers to the low-income urban
2. This is a composite score based on sex ratio at birth, ratio of female to male salaries, % of women communities of Dagoretti and Kibra as explained in the proposal narrative.
who have experienced spousal violence, who use modern methods of family planning, ratio of female to 7. These terms will be more explicitly defined when the project MEL Plan is adopted during inception
male labour force participation rate, % of seats won by women in general elections to the state Part 3. Frameworks for
phase. ‘Appropriateness’ would refer to age or disability-sensitive measures, and targeting, but also
legislative assembly. (https://niti.gov.in/writereaddata/files/SDX_Index_India_21.12.2018.pdf) suitability to the local and national context (e.g. value as compared to local costs of living, affordability
MEAL g
3. The adequacy of pension payment can be defined as the benefits levels for each pension beneficiary, for national authorities, operational and management capacities of the concerned agencies).
or in other terms benefits that are sufficient to prevent old-age poverty in a specific country context ‘Equitable’ would refer to the reduction of inequalities or disparities which may exist between various
(World Bank) in addition to providing a reliable means to smooth lifetime consumption for the vast sub-segments of the target groups (e.g. older women vs. older men). ‘Effectiveness’ would be defined
majority of the population through appropriate and sustainable income-replacement targets. The World according to internationally-agreed criteria for quality social protection including effective and
Bank specifies for example that “for a typical, full-career worker, an initial target of net-of-tax income predictable payments, efficient operations.
replacement from mandatory systems is likely to be about 40% of real earnings to maintain subsistence 8. The phrasing of this outcome was amended since the concept note. Indeed: (i) the dimension of
levels of income in retirement”. Systems offering rates above 60% are seen as unaffordable. A level of ‘integrated’ social protection programming has been added to reflect specific interventions to hold the
20% of GDP per capita is usually admitted as the absolute minimum for pension benefits to be GoK accountable to their commitments around universal health coverage and the linkages between
considered adequate (see www.pension-watch.net, a knowledge platform from HelpAge International). IJ70+ and the National Hospital Insurance Fund (NHIF) whereby beneficiaries of IJ70+ would be
Debates exist about the most appropriate measurement of pension adequacy. Across the HelpAge enrolled in the NHIF scheme to benefit from free access to outpatient healthcare; (ii) the elements of
Global Network, GDP per capita is used as a proxy indicator. accountability and age-responsiveness as well as intersecting aspects between age – urbanisation,
4. The scope of Outcome 1 has changed since the Concept Note, where Outcome 1, although already gender and disability are reiterated as it is a key innovation brought by the project.
broadly focused on accessibility of social protection for the most vulnerable older people, was phrased 9. Optimal social protection programmes as per Age International and HelpAge International’s
as follows: “To improve access to a more appropriate, equitable, accountable and well-targeted social experience meet minimum standards in relation to design, targeting, coverage, delivery, inclusion and
pension scheme for marginalised older people in Nairobi, Kenya”. The following changes have been rights, financial protection principles. The targeted State and Non-State social protection actors will
made: (i) specific reference to both main gender groups (women and men) instead of the more generic benefit from capacity building and/or technical support in one or more of these categories. Qualitative
term ‘older people’; (ii) the social pension scheme is referred to explicitly by its name; (iii) the evidence of improvements will be tracked by actor and by category.
dimension of accountability of the scheme is removed, as it is the exclusive focus of Outcome 2 and
there was a risk of duplication/redundancy. 10. At the time of finalising this project Logframe, IJ70+ has not yet been launched. There is therefore
no experience about the nature and proportion of C&Gs, mandated timeframe and experience of
feedback. Other cash transfers programmes accessible by older women and older men are significantly
different in criteria and scale; data in relation to existing C&G mechanisms thus existing cannot be
used as proxy basis for target-setting.

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Part 3.
Framework for
MEAL
Ben Small/HelpAge International

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Module 2: Project development

Part 1. Frameworks for MEAL

Part 1. Project design g
Part 2. Logic models g

This final part of the Module builds on the Logframe and looks How do these different MEAL elements Part 3. Frameworks for
a little more closely at MEAL as an essential part of programme interrelate? MEAL
development.
Monitoring informs Evaluation. Monitoring provides 3.1 Monitoring
What is MEAL? information that helps identify what evaluation teams should 3.2 Evaluation
explore and provides data that supports evaluations.
MEAL stands for ‘Monitoring, Evaluation, Accountability and 3.3 Accountability
Learning’. Monitoring promotes Accountability. Monitoring helps 3.4 Learning
demonstrate progress to donors, project partners, and project
Monitoring: The continuous and systematic communities and beneficiaries.
collection, analysis, and reporting of data about a
M project’s progress. The monitoring usually occurs at Monitoring promotes Learning. Monitoring information helps
the level of activities and outputs. teams make evidence-informed decisions to improve/adapt projects
during implementation.
Answers the question: are we on track?
Evaluation promotes Learning and Accountability. Evaluation
identifies opportunities for mid-course adjustments, and also
Evaluation: The user-focused, systematic assessment informs future projects.
of the progress, value, merit, or quality of an ongoing
E or completed project’s design, implementation, and
results. Usually at the level of impact and outcome. Figure 25: How MEAL elements relate
Answers the question: are we on the right track? Monitoring
promotes
Accountability
Monitoring Monitoring
Accountability: The commitment to respond to and informs M promotes
balance the needs of all project stakeholders, including Evaluation Learning
A project participants/beneficiaries, donors, partners and
the organisation itself, in the activities of the project. Evaluation
Answers the question: are we taking responsibility promotes
Learning and E L
for the consequences of our actions? Accountability

Learning: The culture and the set of processes and

resources that enable intentional reflection for smarter
L decision-making and future learning.
A
Answers the question: what are we learning from
the project?

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3.1 Monitoring The format allows for monitoring all of the Logframe indicators and
the target of each indicator to be compared to the actual achievement.
Part 1. Project design g
Part 2. Logic models g
Monitoring of a project is done at many levels, and can involve
everyone from field staff to board members. It can include many In the example there are four indicators listed for output 2. For each
types of monitoring from monitoring of staff performance to financial indicator there is:
monitoring, to programmatic monitoring. In the context of the • A baseline (i.e., the situation before the project starts – this can Part 3. Frameworks for
MEAL
Logframe and reporting to donors, it focuses on programmatic be 0 if not baseline data is available);
monitoring, especially how the indicators at the output level can • A target (what will be achieved by the end of the project); 3.1 Monitoring
be used for monitoring project progress. 3.2 Evaluation
• And milestones which may be annual in a long project (say
Organisations should use the indicators from the Logframe to three+ years) or quarterly in a shorter project. 3.3 Accountability
develop a monitoring framework for the project. An example of
There is also space to write the source of information, which is 3.4 Learning
a Monitoring Framework can be seen in Figure 26 below.
important and shows where the data has been compiled from.

Figure 26: Example of Monitoring Framework from HelpAge International Bangladesh

Output 2 Output indicator 2.1 Baseline Milestone Q1 Milestone Q2 Milestone Q3 Target
Older women Number of older people who used Planned 0 2000 4000 6000 8000
and men with age appropriate toilet and water point
Achieved
increased facilities at AFS (disaggregated by
access to sex, age, disability) Source
safe and Tracking sheet, monitoring report
appropriate
WASH Output indicator 2.2 Baseline Milestone Q1 Milestone Q2 Milestone Q3 Target
services Planned 0 1500 3000 4500 6000
Number of older people who receive
targeted hygiene promotion messages Achieved
through awareness sessions in
a group (10–15 persons/session) Source
(disaggregated by sex, age, disability) Attendance lists, weekly AFS and outreach activity reports, monitoring report
Output indicator 2.3 Baseline Milestone Q1 Milestone Q2 Milestone Q3 Target
Number of older people provided Planned 0 1500 4000 6000 7000
with hygiene items including soap, Achieved
toothbrush, toothpaste and hygiene
NFIs (disaggregated by sex, age, Source
disability) Receipt records, weekly AFS and outreach activity reports, monitoring report
Output indicator 2.4 Baseline Milestone Q1 Milestone Q2 Milestone Q3 Target
Number of WASH committee Planned 0 21 42 63 84
meetings conducted Achieved
Source
Attendance lists, weekly AFS and outreach activity reports, monitoring report
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Module 2: Project development

3.2 Evaluation Figure 27: Key factors in an end of project/impact

evaluation
Part 1. Project design g
Part 2. Logic models g
Generally, there are two types of evaluations in a project (but the
first may be omitted for a short project of less than two years): Relevance The extent to which the project is relevant to the
priorities, needs, and opportunities of the target group,
1. Mid-term review: A mid-term review conducted halfway recipient, and donor Part 3. Frameworks for
through the project implementation period can assess both the MEAL
progress and process of the project. It reflects on whether any Effectiveness The extent to which a project attains its objectives
3.1 Monitoring
changes need to be made to the project design and whether outputs Efficiency The extent to which the project uses the least costly
are leading to the outcome. 3.2 Evaluation
resources possible to achieve the desired results.
This generally requires comparing alternative 3.3 Accountability
2. Impact evaluation: An impact evaluation occurs at the end approaches to achieving the same outputs, to see
of the project and is sometimes referred to as an end of project whether the most efficient process has been adopted
3.4 Learning
evaluation. It is designed to assess how well a project meets its
goal to produce change. Impact evaluations can use rigorous data Impact The positive and negative changes produced by a
collection and analysis and can sometimes involve control groups. development intervention, directly or indirectly, intended
or unintended
An impact evaluation will ask the questions – what has been the
impact of the project? What is the progress at the outcome level Sustainability The extent to which the benefits of a project are likely
to continue after support (monetary and non-monetary)
of the Logframe. has been withdrawn

It is important to select indicators that will tell the story of the

Figure 28: The differences between monitoring and
extent to which the project has produced its intended change.
evaluation
It is important to remember that collecting data itself is not the
Monitoring Evaluation
evaluation. The evaluation comes in analysing and interpreting
the data, so that lessons may be learned for future programme Purpose Tracking inputs, activities A systematic and objective
design. and progress toward assessment of the merit,
achievement of agreed value or worth of an ongoing
outcomes and impacts. or completed project.
Impact evaluations often follow the Organisation for Economic Are we on track? Are we on the right track?
Cooperation and Development (OECD) guidelines which look at
the factors shown in Figure 27, above right. Frequency Regular and ongoing Periodic, one-off events
during project
Differences between monitoring and evaluation are presented in implementation
Figure 28, below right.
Responsibility Activities typically Activities often externally
conducted by members of led, but with participation
the project team of project staff

Use of Data Informs timely decision Identifies potential

making and short-term corrections in project
corrective action in direction.
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Module 2: Project development

3.3 Accountability Responsiveness: Project teams promote responsiveness by

establishing channels through which stakeholders can voice
Part 1. Project design g
Part 2. Logic models g
Accountability reflects the organisation’s responsibility to carry out feedback, ideas, suggestions, and complaints. This involves a
the activities in a manner which is transparent and ensures equality commitment to provide an appropriate response regarding how
and fairness amongst all beneficiaries and stakeholders. stakeholder input is informing project decisions.
Part 3. Frameworks for
How can a project team bring accountability to Participation: Project teams promote participation by encouraging MEAL
contributions from different types of stakeholders in MEAL activities. 3.1 Monitoring
projects?
Organisations are usually contractually committed to being 3.2 Evaluation
Transparency: Project teams promote transparency by sharing
accountable to the donors, and as shown in Module 1 (Developing 3.3 Accountability
monitoring and evaluation information and results with
a Resource Development Strategy). Ensuring this accountability
communities, partners, donors, and other stakeholders. 3.4 Learning
is an important part of a Resource Development strategy as
Alignment with Standards: Project teams promote alignment with maintaining good relationships will increase the possibilities
standards by demonstrating that project work has been conducted of future funding. But the accountability is not only to donors.
in compliance with agreed donor requirements and MEAL best There should also be accountability to beneficiaries. This can be
practices. done by establishing Feedback-and-Response mechanisms
(FRMs) as illustrated in Figure 29, below.

Figure 29: Feedback and response mechanism

communications cycle

FRM communication cycle

Community Project team

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FRMs are two-way communications processes designed specifically

to gather and respond to feedback from project participants and
3.4 Learning Part 1. Project design g
Part 2. Logic models g
other community stakeholders. FRMs create communication loops Donors, and other agencies are interested in learning from the
that enable teams to learn from stakeholder suggestions and projects they fund, and organisations should also be interested
concerns, and to demonstrate accountability by responding to in learning from projects they implement to help improve their
programming and impact. Part 3. Frameworks for
feedback in a meaningful and timely way. Gathering information MEAL
can be done through, for example, suggestion boxes, meetings and
hotlines. As it is a two way feedback/response mechanism, there How can organisations ensure learning in 3.1 Monitoring

should also be a method incorporated to feed the project response projects and what does it mean? 3.2 Evaluation
back to the person who has given the feedback. 3.3 Accountability
• Encourage curiosity throughout the organisation.
Examples of accountability activities: • Embed learning processes – reflect on success or failures 3.4 Learning

• Establish complaints and feedback mechanisms, and make sure of activities as a group, what worked well, what didn’t?
the beneficiaries have knowledge of, and are able to access this
• Promote adaptive management – act after you learn that
mechanism (communication is key here, as is accessibility).
something is not working well!
This is especially key for older men and women who may not be
as mobile or able to raise complaints directly to the project team. • Share information across the organisation and sector – freely!
• Periodic discussion with the project team on how to improve • Develop an organisational culture that encourages intentional
the provided services based on the beneficiaries’ complaints and reflection, and processes that support this culture.
suggestions and related services agencies.
• Encourage teams to consistently translate learning into
improved practice for the project, the organisation, and the sector.
• Ensure that your organisation is intentional about how and
when they will learn, both internally (reports, review meetings,
conversations etc.) and externally (seminars, workshops,
conferences, reading papers/articles etc.)

Learning
in projects
Be intentional
about how and when you learn, both
internally and externally.

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Part 1. Project design g

Additional resources Part 2. Logic models g
How to write a MEAL framework:
www.tools4dev.org/resources/online-course-how-to-write-a-monitoring-evaluation-framework-step-by-step-lessons/
Part 3. Frameworks for
MEAL DPro – Monitoring, Evaluation, Accountability and Learning: MEAL
https://kayaconnect.org/course/info.php?id=1272 3.1 Monitoring

Learning Portal – MEAL: 3.2 Evaluation

http://learning.portal365.org/en/articles/3173944-monitoring-evaluation-accountability-and-learning 3.3 Accountability

Evaluation methodologies: 3.4 Learning

www.betterevaluation.org/en/approaches

Feedback and response mechanisms:

https://mealdprostarter.org/i-feedback-and-response-mechanisms/
www.careemergencytoolkit.org/meal/6-feedback-complaints-and-response-mechanisms/1-what-is-a-feedback-complaints-
mechanism/

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