LOGICAL FRAMEWORK ANALYSIS

Submitted By Asif Jehanzeb Khan Planning, Monitoring, Evaluation and Research Officer Head Office, Peshawar Sarhad Rural Support Programme

CORE PROBLEM

LOW LITERACY RATE / ILLITERACY

Summary
Project Location : District Shangla Project Purpose : Improving Literacy Project Duration : 5 years Project Donor : Unicef Project Budget : X million USD

Problem Tree
Effects
High incidence of Child labor

Lower Country comparative Advantage High Dropout Ratio

Limited female participation

High Migration Rates

High Dependency Levels

Low income Returns Lower Enrollment Rates

Concentration of economic activity in big cities

Unemployment / Under-employment

Under developed Human Resources

Low Level of Education

Low Socio-Economic Development

Low Literacy Rate / Illiteracy

Inadequate Education Services

Poverty

Lack of productive employment opportunities for educated

Social and cultural constraints to education particularly female

Inadequate Education Facilities Particularly for female

Inappropriate government Policies

Teacher Absenteeism / Lack of skilled professionals

Subsistence economies at local level

Large families / high number of dependents Limited sources of income

Raw / primary products based economy

Lack of awareness on importance of education

Lack of Funds / Limited budget allocation for education sector

Lack of commitme nt Issue Politically influenced decisions

Limited check and balance on education sector

Rudimentary Agri sector Rigid social setup Low services and industrial sector growth

Causes

Irresponsible attitude of education dept official

Negative perceptions on Female education

STAKEHOLDERS Citizens and communities Policy Makers Federal, Provincial and District Government Elected Representatives Education department Education institutions Teachers Students Publishers Electronic and print media NGOs, RSPs

STAKEHOLDER ANALYSIS MATRIX

Stakeholder and basic Characteristics Citizens and communities
Approx 50,000 families, majority low to middle income earners, basic source of income agriculture and livestock, low literacy, small percentage organized into informal structures, have limited access to quality education

Interest and how they are affected by the problem

Illiteracy is adversely affecting employment opportunities for locals Unaware about there basic rights

Capacity and motivation to bring about change

Keen interest in improvement of education system Sizeable political influence to exert pressure

Possible action to address stakeholder interests

Support capacity to organize and lobby Identify / develop alternative educational setup (CBS) for communities Implement educational reforms Influence local leaders for taking the matters with concerned authorities Raise their awareness regarding the problem Coordination and suggestions for taking policy level corrective measures Raise their awareness regarding the problem Coordinate and liaise for developing education strategy for improvement Coordinate and liaise for education reforms Raise their awareness regarding the problem Coordinate for taking the matters at higher levels with govt

Policy Makers
High level decision makers, mostly do not take actual circumstances into consideration while designing policy measures

Maintain / Increase literacy rate Concerned about human resource development Improving education system Maintain / Increase literacy Provision of educational services Concerned about low level of human development Concerned about child labor Concerned about the socioeconomic development Concerned about public image Concerned about low educational status and child labor

Have authority to make policy level changes for improvement Have financial and technical resources to employ for system improvement Have financial and technical resources available to implement education policy Have authority to take action for improving the performance of education dept and institutes Have leverage to communicate problems to government Have authority to take local level decisions for improvement Can take and utilize funds for development from government

Federal, Provincial District Governments

and

Three tiers of implementing and control structures. Can be politically influenced. Responsible for provision of educational facilities to masses

Elected Representatives / Local Elders / Leaders

Politically pro active, can exert social and political pressure, communicate the problems to government and policy makers

Education Department
Responsible for implementing education policy, management of education facilities, personnel management and curricula development

Increasing enrollment, student retention (curtailing dropout ratio) and improving education system Improving performance of officials and teachers

Have financial and physical resources to employ for betterment Keen interest in capacity building of staff (personnel development) Can directly approach govt for taking policy level measures Keen interest in improvement of education system and course curricula Keen interest in raising the satisfaction level of students and parents Interested in improving their performance Interest in capacity building trainings Have capacity to improve educational standard by quality teaching delivery Have capacity to suggest measures for improvement, development of course curricula Interest in getting better education Have capacity to become qualified and contribute in economic development

Support capacity development initiatives for performance improvement Coordinate actively for improvement of education facilities Support capacity to influence policy level measures Support capacity for performance improvement Capacity building activities Support for carrying out extra curricular activities

Education Institutions
Responsible for imparting education, dependent on government funding / private revenue sources, bound to follow education policy and course content approved by govt

Maintain education standard Increase enrollment and curtailing dropout ratio Satisfaction of students and parents

Teachers
Members of community, employees of education institution responsible for delivering course content, sometimes not properly qualified or trained, organized informally into teachers union

Maintain quality teaching standard Satisfaction of employers, parents and students

Support and initiate capacity building trainings Formation of Parent-Teachers Associations Support and initiate Teachers Resource groups

Students
Children studying in schools, belonging to poor and middle class families, have limited access / choice of education facilities

Quality education for realizing their potentials (Satisfaction) Limited access to quality education adversely affects the employment prospects Incidence of child labor

Support and initiate extra curricular activities Award scholarships for brilliant students Work on measures to curtail dropout ratio Advocacy for increasing female literacy

Publishers
Businesses involved in printing and publishing of course books

Limited publication education books

of

Interested in increasing printing of text books for business expansion Keen interest in human resource development Keen interest in contributing to overall economic development Have capacity to become bridge between communities and government Have capacity to work directly with communities Have capacity to develop / launch education promotion programmes Have capacity to raise awareness Have capacity to influence / sensitize masses and govt

Coordinate and support mechanism for provision of low cost text books Helpful coordination must be developed with NGOs Assist the new projects working for the same purpose

NGOs, RSP
Non government and civil society organizations working for development at grass root level, non profit organization involved in community development work and poverty alleviation

Concerned about Improving educational status Concerned about low level of human development To expedite development process

Electronic / Print media

Media organizations, television channels and newspapers providing information and entertainment

Not primarily affected by the problem

Approached / convinced to develop educational promotion programs Used to increase awareness and sensitization about importance of education particularly female

Ends
Improved Country comparative Advantage

Objective Tree
Increased female participation

Low Migration Rates

Low Dependency Levels

Low incidence of Child labor

Low Dropout Ratio

Expansion of economic activity Increased employment

Higher income Returns Developed Human Resources

Higher Enrollment Rates

High Level of Education

High Socio-Economic Development

Literacy Rate Improved

Improved / Adequate Education Services

Poverty Reduced

Increased productive employment opportunities for educated

Improved Social and cultural acceptance of education particularly female

Improved Education Facilities Particularly for Female

Appropriate Government Policies

Teachers performing regularly / professionals available

Improved economies at local level Dependency Reduced

Secondary / specialized products economy

Increase in budget allocation for education

Increased commitment

Proper monitoring of education sector Responsible attitude of education dept official

Developed Agri sector Higher services and industrial sector growth

Awareness raised on importance of education

Social acceptance of female education

Increased /multiple sources of income

Development Oriented decisions

Improved perceptions towards Female education

Means

STRATEGY ANALYSIS Looking upon the problem and subsequent objective analysis, two strategies seem more appropriate i.e. Strategy of Poverty Reduction and Employment Generation & Strategy of Enhanced government role for improved education facilities and increasing female literacy. We have to choose one strategy based on comparative advantage. The strategy chosen will be IN Strategy and the deferred strategy will be OUT Strategy. Now based on RSPs comparative advantage the strategy chosen i.e. the IN Strategy is Enhanced Government Role for Improved Education Facilities and Increase Female Literacy. This strategy will focus on three aspects and would have three outputs. These are Improved Education Facilities Enhanced Government role in monitoring and institutional / personnel development & Improved social and cultural acceptance of education particularly female. Based on the IN Strategy the Logical Framework Analysis is given below.

LOGICAL FRAMEWORK

(Intervention logic, OVIs & Assumptions)

Project Title

Improving Literacy Rate in backward district Shangla of NWF Province through enhanced government role for improved education facilities and increased enrollment of school going age children particularly female; and providing enabling conditions for improved social and cultural acceptance of female education

LOGICAL FRAMEWORK Intervention logic Project Goals / Overall Objective Reviving Educational services, infrastructure and building capacities of education sector personnel for improving the literacy rate of the district Shangla with primary focus on female Objectively Verifiable Indicators
At least 70% of the school going age children enrolled in CBS / govt schools continue education over a period of 5 years Increase in literacy rate from x percent to y percent Extent and quality of stakeholders participation in planning and decision making improved overtime

Means Of Verification
Population statistics Education dept records Govt publications School registers Impact study

Assumptions
-An enabling environment for project activities and security conditions conducive for project implementation -The govt and partners agree to support each other and adopt participatory approaches for improvement -Community willingness to support project initiatives -Funds released on time and strong relationship between stakeholders -Local Elders and religious leaders play positive role

Project Objectives

Increasing Enrollment in target area through revival of ghost schools and establishment of CBS Capacity building of education department staff / teachers and provision of enabling social and cultural environment, thus improving literacy particularly female

At least 90% of school going age group children enrolled in CBS/govt primary schools over period of 5 years Level of community satisfaction with education system %age increase in female enrollment % age decrease in drop out rates over time Number of students completing primary education Extent to which communities adopt and participate in education promotion practices before and after the project

Population statistics Education dept records School registers Progress reports Evaluation Reports End of Project Report

- Do
-The govt take necessary steps to provide affordable education -Education dept extends regular support

Expected Results/Output s Output 1

Improved education facilities

-No. of school going children increased from x to y.

-No. of under utilized / ghost schools made operational (proper utilization) -No. of CBS schools established -No. of students enrolled in CBS -Level of improvement of girls and boys in community based schools and government primary schools -Level of satisfaction of boys and girls student with the course content -Number of improved / higher education facilities made available to communities -No. of education dept officials made monitoring visits to schools -Meetings/workshops with govt on provision of adequate education facilities -No of teachers trained -Changes in teaching delivery techniques and methodologies -Allocation of public funds by local government for local education priorities -Number and level of improved Govt / public plans and policies pertaining to education
-Extent and level of coordination by the govt with the stakeholders for improving education

Project monthly reports QPRs NFRS Field visit reports Case studies Event reports Evaluation Reports

- Do
-The absentee teachers are performing there duties -Education dept extends continual support and keeps check on teachers

Output 2

Enhanced govt role in monitoring and institutional / personnel development

Project monthly reports QPRs NFRS Field visit reports Case studies Event reports Evaluation Reports

- Do -

Output 3

Improved social and cultural acceptance of education particularly female

-Formation of District level education / literacy forum for promotion of female education -Level of community involvement and community resources in improving education -Level and quality of participation of local communities in village level school committees -Level and degree of satisfaction of local communities on delivery of education programme in target areas.

Project monthly reports QPRs NFRS Field visit reports Case studies Event reports Evaluation Reports

- Do -Local elders and religious leaders play positive role

Activities
Output 1 Improved education facilities

-Baseline for complete info of existing facilities and school age going children -Efforts for revitalization of under utilized / ghost schools -Formation of CBS in areas where no govt school exists -Formation of coordination committee in the education dept -Advocacy campaign for improving education -Social mobilization efforts to enroll children in govt / CBS -Formation of parent teacher associations

Baseline report NFRs Field visit Reports

- Do -

Output 2 Enhanced govt role in monitoring and institutional / personnel development

-Preparation of combined strategy with govt on increasing enrollment in schools -Training of teachers (General and Subject Specific) -Training for education dept personnel on performance improvement -Preparation of district education plan -Introduction of education reforms -Intense Social mobilization highlighting the role of education in development -Project Introductory meeting -Awareness campaigns on importance of education -Dialogue with local elders and religious leaders emphasizing importance of female education -Formation of village level school committees -Use of Behavioral change and communication tools interactive theatre -School level co-curricular activities -Enlisting the support of concerned govt depts in increasing female enrollment

Output 3 Improved social and cultural acceptance of education particularly female

Baseline report NFRs Field visit Reports

- Do -