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LogicalFramework
Analysis/Approach(LFA)
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OBJECTIVES
1. Introduce Logical Framework
Analysis/Approach (LFA) and its uses.
2. Familiarize with the main steps involved in
conducting an LFA.
3. Give a concrete example.
4. Exercise on the Project Planning Matrix (?).
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INTRODUCTION
LFA was first developed by Practical Concepts
Inc. in 1969 for the U.S. Agency for
International Development (USAID). It has
since been widely adoptedand adaptedby
the international donor community and is
used forparticipatory project planning, as an
analytic tool for project approval, or as amonitoring and evaluation framework.
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What is LFA?
A designing approach that can be used for
planning, implementing and evaluating
projects or programmes.
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Purpose of LFA
The purpose of LFA is to undertakeparticipatory, objectives-oriented planningthat spans the life of project or policy work tobuild stakeholder team commitment andcapacitywith a series of workshops.
The technique requires stakeholders to come
together in a series of workshops to setpriorities and plan for implementation andmonitoring.
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The two terms Logical Framework (LF or Logframe) and
the Logical Framework Approach (LFA) are sometimes
confused. The LogFrame is a document, the Logical
Framework Approach is a project design methodology.
For most purposes the three terms; Logical Framework
Approach, ZOPP and OOPP are terms for the sameproject design methodology or process. The terms
OOPP and ZOPP mean respectively; Objectives
Oriented Project Planning and in German Ziel
Orientierte Projek Planung. All three terms refer to a
structured meeting process which we will refer to as
LFA.
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Steps LFA1. Situation Analysis
Stakeholder Analysis
Problem Analysis
Objective Analysis
2. Strategy Analysis
3. Project Planning Matrix Matrix
Assumptions
ObjectiveIndicators
Verification
4. Implementation
5. Monitoring
6. Evaluation
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The LFA approach begins by analyzing the existing situation and
developing objectives for addressing real needs.
A situation analysis has as its core task to find out the actual state ofaffairs with respect to an issue to be analyzed; it is focused by
problems and an attempt to understand the system which
determines the existence of the problems.
The analysis phase is the most critical, yet most difficult, phase of
the logframe approach. The analysis phase consists of three stages:
1. Analysis of stakeholders
2. Analysis of problems
3. Analysis of objectives.
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Stakeholders AnalysisIn using the LFA approach, the stakeholder analysis is an analysis of the
problems, fears, interests, expectations, restrictions and potentials of
all:
important groups
organisations and institutions
implementing agencies
other projects and
individuals
who may have an influence on a situation/(intended) project or are
themselves affected by it. Those analyzed in detail should be limited to
those who are perceived to: be able to contribute to questions to be answered .
be important with regard to decisions to be taken.
They should constantly be referred to in developing the LFA.
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Who are the stakeholders involved in the
project and how are they affected?
Key questions to ask in preparation for developing the
logframe are:
1. Who will be involved in the logframe development?
2. Where will the development be conducted?
3. Who will facilitate the development of the logframe ?
4. What background materials, papers and expertisemay be needed?
5. What materials and logistics are required?
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The Stakeholders
Stakeholders include those who directly benefit from or have
a legitimate interest in the company's activities and all thosewho have an impact and/or are affected by the impact, due
to the company's performance and actions. The corporate
communityand the wider communityare all stakeholders.
Corporate community includes the management, employees,shareholders, joint ventures/partnerships/subsidiaries,
suppliers and contractors, customers and consumers. Wider
community includes the ecosystem, the local government,
the host communities and the indigenous communities.Foremost, the generations to come are indispensable
stakeholders and must be taken into account in all corporate
affairs. What we do or not do today will certainly impinge on
the future generations.
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Problem Analysis
The analysis phase usually begins with an analysis of
problems. The problem analysis is undertaken by
identifying the main problems and developing a
'problem tree' through an analysis of cause and effects.
Key questions.1. Which are the problems the project is addressing?
2. What are the root causes of those problems?
3. What is the larger picture in which those problems
and their root causes exist?
4. What are the links between the problems?
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Problem Tree
A main output of the problem analysisis the problem tree. The first
procedure in problem analysis is
brainstorming. Before thebrainstorming exercise commences it
is important that the facilitator explain
the process and the group agrees on
some rules for brainstorming.
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If there is no agreement betweenparticipants on the statement of
the problem, it is unlikely there willbe agreement on the
solution. This stage therefore
seeks to get consensus on the
detailed aspects of the problem.
Agreement and Consensus
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Brainstorming techniques can be used toidentify the main problems. All participants
are invited to write their problem ideas on
small cards. (approximately 8 in by 4 in.) Theparticipants may write as many cards as they
wish. The participants then group the cards
or look for cause-effect relationship betweenthe themes on the cards by arranging the
cards to form a problem tree.
Brainstorming
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After all of the problems are displayed theyshould then be clustered into groups of similar
issues
The problem tree is developed by:
1. moving problems from the clusters of
problems2. adding new problems that emerge
3. problems can be moved up or down the tree
as required
Clustering
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Objective Analysis
A procedure for systematically1. identifying
2. categorizing3. specifying
4. balancing out
objectives of all parties involved in a
specific situation
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Objective TreeIn this step the problem statements are converted into
objective statements and if possible into an objective tree.
1. Problems are restated as objectives
The problem tree is transformed into an objectives treeby restating the problems as objectives.
2. Positive mirror image of the problem tree
The objectives tree can be viewed as the positive
mirror image of the problem tree. It is usually
necessary to reorder the position of objectives as you
develop the tree.
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Means and Ends
The objectives tree can be considered as an 'ends-
means' diagram. The top of the tree is the end that is
desired and the lower levels are the means to achieving
the end. Based on this objectives tree, certain means
are feasible and some are perhaps outside the scope ofthe problem.
Nonetheless, these means provide the foundation for
developing programmes, projects or strategies to
address the problems discussed earlier.
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Just as the problem tree shows cause-effect
relationships, the objective tree shows means-
end relationships. The means-end relationshipsshow the means by which the project can
achieve the desired ends or future desirable
conditions.
Frequently there are many possible areas that
could be the focus of an "intervention" ordevelopment project. The next step addresses
those choices.
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Strategy Analysis
searching for and deciding on solutions
follows the problems and objectives analysis
prerequisite to designing action strategies
Points to consider
overall concepts, strategic plans, objectives
people, target groups, organizations, agencies
methods, procedures, processes
technologies, services, products, outputs
measures, actions, materials, inputs
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Conducting a Strategy Analysis
1. ordering sequence of the problem
and objective trees
2. clustering objectives
3. feasibility of different interventions
4. continuous task in projectmanagement
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The objective tree usually shows the large number of
possible strategies or means-end links that couldcontribute to a solution to the problem.
Since there will be a limit to the resources that can be
applied to the project, it is necessary forthe participants to examine these alternatives and
select the most promising strategy.
After selection of the decision criteria, these are
applied in order to select one or more means-endchains to become the set of objectives that will form
the project strategy.
Alternatives Analysis
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Project Planning Matrix
(1) Matrix
(2) Assumptions
(3) Objective Indicators(4) Verification
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Narrative SummaryObjectively Verifiable
Indicators - OVIs
Means of Verification
-MOVs
External Factors
(Assumptions)
Development
Objective
Immediate Objective
Outputs (Results)
1.
2.
3.
Activities
1.
2.
3.
4.
Inputs
1.1
1.2
1.3
1.4
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Column headings - definition of terms
Narrative Summary: This term used to
describe the text that "narrates" the
objectives. It could have been giventhe title "Hierarchy of Objectives", but
this might be misleading because the
bottom cell in the column is asummary of the activities.
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Column headings - definition of terms
Objectively Verifiable Indicators (OVIs):
These are the measures, direct or indirect
that will verify to what extent the
objectives have been fulfilled. The term
"objectively" implies that if these should
be specified in a way that is independentof possible bias of the observer.
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Column headings - definition of terms
Means of Verification (MOVs): These
statements specify source of the
information for the measurements or
verification specified in the indicators
column. For example, will statistics from an
external source be used for the verificationor will project resources be used to gather
the statistics.
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Column headings - definition of terms
External Factors (Assumptions): These are
important events, conditions, or decisions which
are necessarily outside the control of the
project, but which must remain favorable for theproject objective to be attained. The implication
here is the design team have an obligation to
consider what might derail their efforts and toplan responsibly to reduce that risk of
"derailment".
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Row headings - definition of terms
Development Objective: The higher level
objective that the project is expected to
contribute to. The addition of the word
"contribute' implies that this project alone
is not expected to achieve the
development objective. Other project'simmediate objectives are expected to also
contribute.
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Row headings - definition of terms
Immediate Objective: The effect which is
expected to be achieved as the result of
the project delivering the planned outputs.
There is a tendency for this to be expressed
in terms of the "change in behavior" of a
group, or institution and the projectoutputs are expected to facilitate this
change.
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Row headings - definition of terms
Outputs: These are the "deliverables"
the tangible results that the project
management team should be able toguarantee delivering. The objective
statements should specify the group or
organization that will benefit. Outputsare delivered, usually on a certain date
or dates.
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Row headings - definition of terms
Activities: These are the activities
that have to be undertaken by the
project to produce the outputs.The activities take time to perform.
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Row headings - definition of terms
Inputs: These are the resources that
the project "consumes" in the course
of undertaking the activities. Typicallythey will be human resources, money,
materials, equipment, and time.
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Vertical Logic Vertical Logic: The vertical logic is the reasoning which
"connects" the three levels of objectives in the matrix;the outputs, the purpose, and the goal. For example
achievement of all the output level objectives should
lead to achieving the purpose. Each of these links
between the objectives is connected by a hypotheses.
For example at the bottom level - the
implementation hypotheses the implication is "we
believe that in the environment ofthis projectthe
planned outputs willproduce the planned result. At
this level, the hypotheses are usually supported by
research or experience. The explanation of the
hypotheses at the other levels is similar.
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Horizontal Logic
The horizontal logic has similar features to the
vertical logic. In this case, the links between
the levels of objectives are the items in
the External Factors column.
For example, if the project is successful in
implementing all of the planned activities, we
ask ourselves, what circumstances ordecisions (outside the project's control) could
prevent the delivery of the project outputs.
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Implementation
Operational phase of a project to achieve the
expected outputs/results
Plan of Operations
1. workplans / work schedules
2. project budget / resources plans
3. personnel plans
4. material and equipment plan /procurement plan / staff
5. training plans
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Plan of OperationsImplementation should have a plan of operations i.e. the
detailed plan for the implementation of project. It isestablished by the project team and will be documented
as:
workplans / work schedules
project budget / resources plans
personnel plans
material and equipment plan / procurement plan /
staff
training plans.
The work plan and the project budget constitute the core
of the Plan of Operations.
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Figure 5: Feedback Loops of Miarayon Problems
LOW
INCOME
LOW
REVENUE
(LGU)
BAD
ROADS
POOR BASIC
EDUCATION
NEGATIVE
ASPECTS OF
CULTURE
REMAINS+
RESISTANCE TO
TEACHERS
COMING FROM
OUTSIDE OF THE
TRIBE
+
+
NO QUALIFIED
IP TEACHER
++LIMITED
ACCESS TO
MARKET
SELL TO
MIDDLEMEN
+
+
CANNOT SEND
CHILDREN TO
SCHOOL-
COMMUNICATIONBARRIER BETWEEN
TEACHERS &
STUDENTS
LOSS OF
INTEREST
TO STUDY
ABSENCES
+
++
+
IPs
POORLY
EDUCATED
PEACE &
ORDER
PROBLEM
LOW
PRODUCTIVITYOF PEOPLE /
PLACE+
+
+
-
++
+
+
LIMITED
CAPACITY FOR
INTERVENTION
+
-
LOW OPPORTUNITY
FOR EMPLOYMENT /
LIVELIHOOD
+ +
LACK OF
PARTICIPATION IN
THE POLITICAL
ARENA
-
-
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Figure 6: Areas of Interventions
LOWINCOME
LOW
REVENUE
(LGU)
BAD
ROADS
POOR BASIC
EDUCATION
NEGATIVE
ASPECTS OF
CULTURE
REMAINS+
RESISTANCE TO
TEACHERS
COMING FROM
OUTSIDE OF THE
TRIBE
+
+
NO QUALIFIED
IP TEACHER
++LIMITED
ACCESS TO
MARKET
SELL TO
MIDDLEMEN
+
+
CANNOT SEND
CHILDREN TO
SCHOOL-
COMMUNICATION
BARRIER BETWEEN
TEACHERS &
STUDENTS
LOSS OF
INTEREST
TO STUDY
ABSENCES
+
++
+
IPs
POORLY
EDUCATED
PEACE &
ORDER
PROBLEM
LOWPRODUCTIVITY
OF PEOPLE /
PLACE+
+
+
-
++
+
+
LIMITED
CAPACITY FOR
INTERVENTION
+
-
LOW OPPORTUNITY
FOR EMPLOYMENT /
LIVELIHOOD
+ +
LACK OF
PARTICIPATION IN
THE POLITICAL
ARENA
-
-CARTWHEEL
GOVTNGOs
PRIVATE
CAPABILITYBUILDING/EDUCATION
ENTERPRISEDEVELOPMENT
SWOT Analysis
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S-WO-T
Strengths Weaknesses
Opportunities S-O STRATEGY W-O STRATEGY
Threats S-T STRATEGY W-T STRATEGY
SWOT Analysis
S
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Strengths Weaknesses Scholarship program indicates high
possibility of continuing demand
High competence in the AdultEducation Program
Intervention through CADT giving
sense of security to the IPs
Innovative approaches to sourcing of
funds
Has established credibility among the
donors; increasing interest of funders in
Cartwheels programs
Developed social capital withingovernment agencies, other
development organizations, and
business organizations
Low level of success in the Pre-School
Program
Mismatch of the products and services to realclients needs
Some programs (medical/dental, etc.) not
within their competence
Heavily dependent on grants and donations
Donations showing a downward trend
Opportunities
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Opportunities High demand in secondary, post-secondary education, & adult education
CADT assures the IPs ownership and management of the lands they are tilling
Availability of uncultivated land suitable for high yield vegetables & coffee Need for sustainable devt program demanded by ADSDPP as mandated by NCIP
Available funding for sustainable and capacity-building program for IPs
is one of the major coffee-producing regions
have several export markets for coffee like , , , , etc.,
Threats Issues and needs of the IPs not given significance / priority of the LGU
Low educational attainment of the IPs
Lack of access to secondary schools
IPs lack the capacity to participate in the socio-political affairs of the municipality
Volatile peace and order situation
Farming is the primary source of income
Limited access to market
Disturbances caused by agitation of land claimants
S O STRATEGY W O STRATEGY
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S-O STRATEGY W-O STRATEGY
Implementation of ADSDPP (political
empowerment, peace and order, cultural
preservation)
Capacity-building of IPs; expansion of Adult
Education (education)
Bridging market and community (economic
benefit)
Shift program to adult / secondary /
post-secondary education (education)
development (economic benefits)
S-T STRATEGY W-T STRATEGY Capacity-building of IPs through education
(education)
development (economic benefits)
Building collaboration with government, NGOs
and the business sector (political & social
capital, economic benefit)
Strengthening and expansion of
scholarship program (education)
Support H/S (St. Therese of Miarayon)
(education)
development (economic benefits)
Position on the Influence on
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Stakeholder Interest on the ProgramPosition on the
ProgramImpact of the Program
Influence on
the Program
MILALITTRA /
Tribal Leaders
Security of land tenure; productivity Support Capacity-building; political participation;
livelihood opportunities
High
Womens Group Help provide food for the family; additional income;
education for the children
Support Additional source of income; capacity-
building; education of children
Moderate
Fr. Kit Bautista -CFI
Miarayon becoming a pilgrimage site and a bridgebetween the poorest of the poor and richest of the
rich
Support Realization of his dream; abridgement ofsocial gaps between rich and poor
High
Parish Priest /
Principal
Increased enrolment in high school; improved quality
of education; evangelization and preservation of
culture
Support Increased enrolment; expansion of services;
improvement of educational facility
High
Gina Pre-
School
Provide equal access to quality education to as many
children in the country
Potential
opposition
Phasing-out of pre-school High
CFI Increase literacy rate and improve self-sufficiency of
IPs
Support Financial sustainability; focusing of
programs; matching services to needs of IPs
High
Barangay
Officials
Peace and order; improvement of income of IPs Support Increased employment for the people;
improved peace and order condition
Moderate
NCIP Promotion and protection of the rights of IPs;
implementation of IPRA and ADSDPP
Support Increased performance of advocacy High
LGU Talakag Promotion of general welfare; local autonomy;
delivery of basic services; agricultural productivity;
peace and order
Support Increased trust for IPs capacity; improved
peace and order condition; increased
revenue
High
Traders group More profit from trading activities Potential
opposition
Decreased income due to rerouting of
products
Moderate
Religious nuns Evangelization; promotion of education Support Increased enrolment; potential increase of
the faithful
High
Land claimants Legitimization of claims on lands allegedly purchasedfrom the IPs
Oppose Loss of rights to claim and use the land High
Action Plan coffee project
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ActivitiesTarget Output
Time Frame In-Charge ResourcesQty. Quality
Planning One (1) year plan drafted Specifications drafted July 2005 CFI Ex. Dir. &
Consultant, BOD
Funds, data
Sourcing of funds 1 Project funded Appropriate and on-
time
July December
2005
CFI Project Proposal
Identification of coffee areas
for rehabilitation
1,000 hectares identified Suitable for coffee
plantation
July December
2005
CFI-MILALITTRA Funds, staff
Lending of Initial capital 1,000 farmers entered into
MOA through MILALITTRA
Credible and reliable
partners
Jan 2006 onwards CFI Project Funds, staff
Monitoring 1,000 hectares plantation
monitored
Seasonal and regular Planting: May-Dec
of every year,
2006-2010
CFI staff Transpo cost, supplies
Establishment of trading
partners
At least 2 partners identified
(Figaro, Monks Blend)
Medium term Sept- Dec 2005 CFI Communication
Buying and Trading At 80% target volume
attained
Medium term 2007 CFI Project Funds
Target Output
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Activitiesa get Output
Time Frame In-Charge ResourcesQty. Quality
Planning 1 Action Plan Attainable August 2005 CFI BOD, TESDA Funds
Phasing-out of Pre-schools 2 pre-schools Acceptable terms July 2005 May
2006
CFI None
Signing of MOA with St. Therese H/S 1 MOA signed Acceptable terms July 2005 May2006
CFI & Therese H/S None
Review / Reformulation of Adult
Education modules
1 standard module
developed
Appropriate, attuned to
indigenous culture
July 2005 May
2006
CFI staff, teachers,
DepEd
Supplies
Adult Literacy Program 450 IPs Can read & write,
learned spiritual,
cultural, and social
values
2006-2010 CFI staff and
teachers
Rooms, teachers,
teaching materials
TNA At least 3 skills training
identified; ex. Food
processing, farming
tech., etc.
Understandable &
measurable
2006-2010 CFI staff, TESDA &
other agencies
Questionnaire
Drafting of ADSDPP
IEC on Environmental
Management
15-20 IP leaders
informed
Appropriate &
understandable
July 2005 CFI, NCIP,
MILALITTRA, &
DENR
Funds, resource
persons
Tribal Leaders Consultation 15-20 IP leaders
consulted
participative Aug 2005 CFI, NCIP, &
MILALITTRA
Funds, resource
persons
Objectively Verifiable Assumptions &
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Narrative SummaryObjectively Verifiable
Indicators (OVI)Means of Verification
Assumptions &
RisksGoal
Poverty reduction of IPs 60% HH poverty reduction by
year 2010
NSO census of 2010; NEDA
Report
Objectives:
Enterprise Development
Capability-Building
1,000 HH involved in livelihood
activities
MILALITTRA representation in
the MDC by 2007
Actual implementation of
ADSDPP by year 2008
CFI Annual Report
LGU Annual Performance Report
CFI Report / MILALITTRA Report
to NCIP
ADSDPP completed and
implemented
Funds accessed
Training conducted
Output:
Enterprise Development
a. reduction of poverty
incidence
b. increased productivity
Capability-Buildinga. conceptualization and
implementation of ADSDPP
b. increased literacy rate
c. improved peace and order
situation
d. active participation in
municipal / provincial affairs
60% increased family income
conceptualized by 2005;implemented by 2006
10% increase in literacy rate
10% reduction in crime rate
More visible increase in tribal
activities in cultural celebrations
Municipal Treasurers Report
NCIP reportLGU annual performance report
LGU annual performance report
MILALITTRA newsletters;
Cartwheel report
Funds are accessed from
funding agency
Training conducted
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Narrative SummaryObjectively Verifiable
Indicators (OVI)Means of Verification
Assumptions &
Risks
Activities
EMTERPRISE DEVELOPMENT
Planning One (1) year plan drafted by
July 2005
CFI Plan of Action Funds are accessed from
funding agency
Sourcing of funds 1 Project funded by January
2006
Memomorandum of Agreement
with funding agency
Collaboration with concerned
agencies and business
sector established
Identification of coffee areas for
rehabilitation
1,000 hectares identified by
2005
Report of Project Director
Lending of Initial capital 1,000 farmers entered into MOA
through MILALITTRA by 2006
CFI Annual Report
Monitoring 1,000 hectares plantationmonitored by 2010
Report of Project Director
Establishment of trading partners At least 2 partners identified
(Figaro, Monks Blend) by 2005
MOA with Figaro and Monks
Blend
Buying and Trading 80% target volume of sales
attained by 2007
CFI Sales Report
Objectively Verifiable Assumptions &
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Narrative SummaryObjectively Verifiable
Indicators (OVI)Means of Verification
Assumptions &
RisksActivities
CAPABILITY BUILDING
Planning 1 Action Plan drafted by August
2005
Action Plan document
Phasing-out of Pre-schools 2 pre-schools phased-out by
May 2006
CFI Annual Report
Signing of MOA with St. Therese
H/S
1 MOA signed by May 2006 MOA with St. Therese
Review / Reformulation of Adult
Education modules
1 standard module developed
by May 2006
Written curriculum approved by
DepEdAdult Literacy Program 450 IPs trained by 2010 CFI Annual Report
TNA At least 3 skills training
identified; ex. Food processing,
farming tech., etc.; by 2010
CFI Annual Report and DepEd
Promotion Report
IEC on Environmental
Management
15-20 IP leaders informed by
July 2005
Evaluation Report on Seminar
Workshop
Tribal Leaders Consultation 15-20 IP leaders consulted by
August 2005
ADSDPP Report / NCIP Report
Precondition
Cartwheel adopts this
management plan
Collaboration established
with NCIP and othergovernment agencies
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C it / M ti ti t
How stakeholders are affected by the main problem?
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Stakeholder How is the stakeholderaffected by the problem?
Capacity / Motivation to
participate in addressing the
problemRelationship with
other stakeholders1. LGU Potential income is not
realized Fund sourcing Give directions to otherstakeholder2. BLGU Potential income is not
realized Provide counterpart Sympathetic with thehouseholds and canbe source of
information3. RHU Additional workload Right agency to address the
problem Close coordinationwith the barangay4. DAF Additional workload Responsible agency for farming
technology Supervise and monitorthe beneficiaries5. Households Directly and most affected Interest and willingness to
participate in the program Dependent ongovernment agenciesand dependent only on
available resources6. HKI Willing to address the
problem Maybe able to provide assistanceto the program Coordinate with theLGU and otherstakeholders
7. Other
donors Willing to address the
problem Maybe able to provide assistance
to the program Coordinate with the
LGU and otherstakeholders
Expected effect of possible project interventions among stakeholders
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Stakeholder Stakeholders mainobjective Positiveimpact/benefits Negativeimpact/costs Net Impact
1. LGU Address the problem
Reduce the
incidence of
malnutrition among
children ages 5 and
belowSlow realization of
result
Long-term
weight
improve,
decrease
morbidity
rate,availability of
sources of
nutritious
food
2. BLGU Address the problem
3. RHU Implement what ismandated by law
4. DAF5.
HouseholdsImprove health
condition6. HKI Help and assist
project
implementation7. Other
donors