Department Of Agro Ecology

Agricultural Extension
2 hrs (ECTS - 4 -)
Compiled by:
Getachew Asamenew
October, 2023
 Contnets
• INTRODUCTION
• CHAPTER FOUR:
EXTENSION PROGRAM DESIGN
• CHAPTER FIVE:
LOGICAL FRAMEWORK AS A PLANNING AID
• ASSIGNMENT 10 %
• FINAL EXAM 40 %

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 ASSIGNMENT 10 %

• Define Agricultural Extension ? (3%)

• What is Problem Tree Method? (2%)
• Give an example of problems, cause and effects by
using Problem Tree Method? (5%)
• Dead line for submission only hard copy on January
03, 2024 @ 9 : 00 pm local time.
• Page number minimum 2 pages maximum 5 pages
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 INTRODUCTION

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 There are several methods
for extension work:
• 1- The individual/household
approach, in which the agent deals
with farmers on a one-to-one basis.
• 2- The group approach:
meetings, field days,
demonstrations, support to groups
in which the agent brings the farmers
together in one form or another in
order to undertake his extension work.
• 3- Mass extension methods.

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 CHAPTER FOUR:
EXTENSION PROGRAM DESIGN

4.1 How and Why Program Design?

• Extension Program planning is a procedure of working with people in
an effort to recognise unsatisfactory situations or problems and to
determine possible solutions or objectives and goals.
• It is a conscious effort to meet the needs, interests and wants of the
people for whom the program is intended.
• And an extension program usually is one of the policy instruments
within a larger development program.

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 Cont.
• Therefore, we need to understand
the whole program and especially
the way in which other policy
instruments are combined with the
extension program.
• As a rule sub-goals of the
development program will become
the extension program goals.
• Extension is not a haphazard
activity but it needs careful
planning.
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 Cont.
Hence extension managers, like managers of any other organisation have to
make decisions either by themselves or jointly with others regarding:
• What the extension organisation should do;
• How the desired activities should be done; and
• When and by whom they should be done.
This may help them to identify and decide on:
• The target group they wish to help;
• The problems of the target groups they want to solve;
• The goals they are aiming at;
• The content of the extension message or the possible solutions of the problems;
• The methods to be used and how they will be used and
• The organisation of all activities.
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 Cont.
• To work on the above activities of an extension organisation situation analysis that
is the analysis of problems, needs and opportunities of the target groups is the
first and most important step in planning of good and successful extension
program.
• Thus, an extension program planning should be preceded by a field survey to
analyse the situations i.e. to identify the problems, their causes and devise
acceptable solutions.
• The outcome of the survey helps to develop a well-conceived agricultural
development plan for the area that will provide extension workers with a clear
program to follow.

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 Cont.
However, the type and amount of survey work required depends on:
• The cultural and social complexity and the size of the area;
• How much is already known about it;
• The extent to which similar areas have already been studied and
• The available fund for the survey.

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 4.2 Situation Analysis
• Situation analysis is the effort to identify the
problem or need gap or condition that exists between
“what is” and “what should be” or between what is
and that which is more desirable and the opportunities
to achieve the desired situation.
• During situation analysis insight is gathered on
problems, needs and opportunities, which is needed to
make decisions for actions afterwards.

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 Cont.
Information gathered with respect to environmental factors and actors will be
often used in situation analysis and information will be collected on various aspects
like:
• Problems faced by people directly or indirectly concerned with extension
programme
• The causes of the problems
• The opportunities to solve them
• The existing knowledge, attitudes, skills, practices and behaviour of people in the
target area as well as
• The economic, social, cultural and environmental situation of the area.

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 Cont.
Because, the result of situation analysis may help the involved people in
the process:
• To have good understanding on the existing social, cultural, economic and other
conditions of the target people/area.
• To identify the problems to be solved or the gap that exists between what is
happening and what should be happened as well as ways to solve them.
• To develop effective and successful extension program plan that will provide an
extension workers with a clear procedure to follow in the process of
implementation process of the program.

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 Cont.

But, we have bear in mind the following points when collecting information
for situation analysis.
• Each person has his/her own perception and vision of the present and desired
situations.
• Each person has his/her own perception of a certain problem, its causes and
solutions
• Some methods of data collection makes more use of the differences in perceptions
and visions amongst people than others as the same time some allow more
involvement of farmers than others.
• Different methodologies that can be used for situation analysis focuses on different
aspects.
• Example, Some focus on farming activities and/or village resources and others
focus on people, information and knowledge they generate, exchange and use it for
development.
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 4.3 Target Group Identification
• After situation analysis, objectives of the extension programmes are defined
based on the situation of the target groups that is the groups in which the
extension organisation intended to serve.
• Therefore, target group analysis is the next and most decisive step in the
extension program planning process for deciding on which:
• Problems an extension program will aiming at;
• Objectives are more appropriate to solve the problem of the target group and
• Extension communication methods and contents are appropriate.

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 Cont.

Thus, target group analysis should

provide information about:
• The current behaviour of the target group in the
area in relation to the changes that an extension
organisation wishes to promote.
• For instance, if an extension organisation
wishes to promote marketing co-operatives
question like :
• How farmers currently market their products?
• What problems they have with marketing
• Their experiences with co-operatives and other
organisation should be raised.
• Specific problems that target group members
consider
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to be their problems; 20
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 Cont.
Level of knowledge, skills and attitudes do the target group members
have towards what they consider to be their problems and towards the problems
for which extension agent consider extension help is desirable and this help to:
• Identify knowledge – skill –attitude gap that can be addressed by intervention of
an extension organisation,
• Capitalise on already available indigenous knowledge, skills and attitude to
bring the desired change.
• Which members of the target groups or organisations make which decision?
• And who influences this decision?
• Men/ women/ opinion leaders/ religious leader/ political leader/ rich or poor
people.

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 Cont.

• The communication channels

that the target group members
use now and also in the future
and the language or dialect are
used by the target group;
• Level of access of resources to
different categories of the
target group and
• The situation of the target
group and the factors, which
affects the behaviour of these
groups.

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 Cont.

• Based on the result of the target group analysis selection of the target group
will be done.
• Since a good extension program is directed at precisely defined target group
and clear decision can be made about choice of goals, contents, methods and
resources needed to achieve the goals.
• But different target groups may have different information needs for their
decision-making.

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 Cont.

Thus, it is usually desirable to segment the target groups

in to sub-groups according to:
• The types of information required and decision made,
• The types of help needed with their decision making,
• Their available resources and
• Their access to inputs, credit etc.

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 Cont.

Since the above cases have a major influence on the recommendation they or an extension
organisations can follow.
In general when we are selecting the target groups we can ask or raise the following questions.
• Is it clear on which group we will or will not concentrate our attention?
• Have the reasons why we should concentrate on this group been well thought out?
• Do we know enough about the target group’s specific extension needs and the way we can reach the
group?
• Can we achieve our goal if we succeed in reaching this group?
• Have we segmented the target group?
• Is each segment more or less homogenous with regard to extension needs?
• Is it possible to reach the target group with the means and manpower available?

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 4.4 Problem Analysis - to identify the core problem of the target
population

• Problem analysis is the next step of the

target group analysis and selection in the
process of extension program planning.
• Program planning is usually performed by a
team of experts to study inter-disciplinary
problems of the target groups.
• It is important to include the target groups
or representatives in order to make the
planning process more participatory and the
impact of the program sustainable.

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 Cont.

• A problem does not happen in isolation but it has a cause and an effect.
• So in order to solve or alleviate the problem one has to try to tackle it at its
cause.
• Thus, analysis of the problem and its causes is very important to design the
appropriate method to solve it and to get the appropriate solution for a given
problem.
• Since “the secret of solving a problem is proper problem identification”.
• The relationship between cause, problem and effect relationship called cause-
effect relationship and its pattern looks like:
CAUSE ------------------ PROBLEM --------------------- EFFECT

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 Cont.
• Example, Cause: Storage tank is empty
• Problem: There is no water in the house and
• Effect: There is no water for washing and drinking
• Of course, in some cases, some problems may have different causes and effects
and the reverse is also true meaning one problem may have more than one
causes and different problems may be caused by one cause the same is true in
the case of problem – effect relationship.
Example i. CAUSE 1 ------------------PROBLEM---------------------EFFECT
CAUSE 2
• Cause 1: The storage tank is empty
• Cause 2: The main water supply is out of order
• Problem: There is no water in the house
• Effect: There is no water for washing and drinking.
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 Cont.
• Example ii. CAUSE ---------PROBLEM-----------EFFECT 1
EFFECT 2
• Cause : The storage tank is empty
• Problem: There is no water in the house
• Effect 1: There is no water for washing and drinking.
• Effect 2: There is no water to water the garden.

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 Cont.

• It can, therefore, be seen that even for a simple problem there

are many combinations of causes, problems and effects.
• So that the causes, problems and effects may form a
complicated network stretching in all directions.
• Thus, how can it be possible to identify the true or core
problem?

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 Cont.

• In the process of problem analysis, i.e. to identify the

true or core problem, we can use different ways.
But the following are the most known ones.
• 1. Problem Tree Method
• 2. Problem Analysis Chart
Problem Tree Method
• The Problem Tree Method is simply a way of
drawing out the cause and effect/consequences
relationship regarding a particular problem situation.
• In this method, in drawing your problem tree locates
the causes at lower levels and effects at the upper
levels and the core problem connects the two.

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 Cont.
Thus,
• The tree trunk represents the core problem
• The roots of the tree represents the causes of the problem and
• The branch of the tree represents the effects of the problem

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 Cont.
Note: In this method we have to
keep in mind that
• The more basic the causes the more likely
they are to lie at the lower levels of the
diagram.
• The location of a problem on the tree
diagram does not necessarily indicate its
level of importance.
• There is no single correct way of drawing up
of a problem tree diagram because different
individuals, given the same list of
problems, causes and effects will normally
organise them differently in a tree diagram.

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 Cont.
Procedure to identify the core problem of the target population :
1. Each member of the planning team first writes down just one problem which
he or she deems to be the core problem provided that
- The problems are expressed as a negative state and
- The core problem must pertinently describe the central point of the over
problematic condition.
2. A brief substantiation is then given for each proposed core problem and the
team members will discuss on the collected problems to decide or agree on
what is the core problem.
3. Analyse the causes and effects of the core problem.
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 Problem
.
Tree Method

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 . Cont.
• Step1. The substantial and direct causes for the core problem are placed parallel
to each other below/underneath the core problem.
• Step 2. The substantial and direct effects of the core problem are parallel to each
other above the core problem.
Example: To illustrate the use of the above method the
example of not having any water supply for the house can be analysed.
• Step 1. The group members doing the analysis makes the list of problems that
he or she deems to be the core problem such as the main water supply is out of
order, water storage tank is empty, the available water is not clean, etc.
• Step 2. The group discusses and identify the core problem from the above listed
ones and also try to list the possible causes and effects of the core problem
called not having any water supply for the house.

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 Cont.
Step 3. Enter each of the problems and their possible causes and
effects in the table.
Problems Possible causes Possible effects
Main water supply is out of Break in mains pipelines No water to wash house
order utensils
The river water is so dirty During dry season the No water to water the
and salty amount of the river will garden
be reduced
Water storage tank is empty No rain for the last three No water for bathing
months and washing clothes
We have no water in the Break in mains pipelines No water for household
house nearer to the house consumption
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 Cont.
.

• Step 4. Each of the problems, causes and effects are

written on a piece of paper.
Problem
• Step 5. The group discusses the relationship between Tree Method
causes and effects and then, using the stick tape to fix
them, the cards or papers are arranged on a wall in the
form of the problem tree.
To do this:
• Place the causes where the roots of the tree would be
and the effects where the branches of the tree would
be.
• Start by placing the most basic causes at the lowest
level, then work your way up.
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2.Problem Analysis Chart Root Possible Core Possible Possible
causes direct problem direct indirect
causes effects effects
• A problem analysis chart
(PAC) helps understand a
problem by separating it into
4 parts.

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 4.5 Setting objectives
Objectives: are defined as the specific results or outcomes to be attained
that someone or an organisation believes to be desirable.
• Once, the target groups and their core problems has been identified then setting
of objectives to solve the identified problems will be the next step in extension
program planning.
• During objective setting (analysis) the already identified problems are
converted into objectives towards which activities can be directed.

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 Cont.
The objective setting or analysis is
performed based on the following core points.
1. All the negative problems are restated as
positive objectives
2. The objectives are then examined to ensure
that they are desirable, realistic and achievable
in an acceptable time frame.
3. The objectives that do not meet the conditions
mentioned above are modified or should be
dropped.
4. Any new objectives identified during the
analysis are added.
5. The overall relationships and interactions
between the problems and objectives are
examined
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 Cont.

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 Cont.
• Note: If a defined problem cannot be easily converted into a positive objective
statement, it may indicate that the problem has not been clearly identified and
further examination of the problem is required.
Procedures of objective analysis:
• 1st. Work from top downwards to rephrase all problems making them into
objectives i.e.
• The problems worded as negative will be changed as positive condition to be
achieved in the future (= Objectives) and the core problem is transformed in to
core objective of an extension programme.

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 Cont.
• 2nd Check - Whether rewording may lead to
practically non-sensible or ethical questionable
statements or not.
• If this is the case we have to drop it automatically.
Whether the contents set down in the objective
sufficient for us to achieve the next highest objective
or not.
• 3rd Ensure that cause-effect relationship have
become ends – means relationship that is if cause A
then, effect B, means X in order to achieve end
Y.
Ex. Main water supply is out of order then, there
is no water for household consumption  repair
mains water pipelines to provide water for household
consumption.
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 Cont.Cont.

• 4th. Draw the

objective tree as an
independent separate
over view.
• 5th. Discussion on
alternative
objectives, mean and
ends in the objective
tree identified to
constitute the
alternative solutions.
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 Cont.

Points or questions raised to evaluate the correctness of the

objective setting are:
1. Are the goals or objectives clearly in tunes with the farmers’ problem?
2. Are the objectives spelled out clearly? Has an outsider read and understand
what the extension organisation trying to achieve?
3. Are the objectives important both in the eyes of the target group, the
extension agent and their supervisors?
4. Do these goals contribute optimally to the implementation of a larger
change program of which an extension program is apart?

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 Cont.

6. Do the objectives specify clearly what the farmers will know, want,
can do or do they indicate only what an extension agent will do?
7. Given their skills and the means available, can the target group
achieve them?
8. Are the objectives specified in such a way that clear conclusions can
be drawn for choosing the extension message( i.e. identify solutions)
and methods?
9. Are the objectives specified so that we can evaluate whether or not
they have been achieved?

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 Cont.

In general, the selected objectives to be meet in the future course of actions

should fulfil the following requirement:
That is Objective should be
1. Quantity and time specific, Ex To increase production by 10% by the end of
2023.
2. Measurable by using some performance indicators, Ex. Yield/ha
3. Focused on results but not on activities
4. Realistic and achievable.

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 4.6 Selecting extension content or possible solutions
of the problem
• Selection of content of extension
recommendation (message) is
normally based on what the extension
organisation intends to achieve (i.e.
objectives already settled) and the
situation of the target groups.
• It is important that the message, which
we might also call the possible
solutions recommended, can be
implemented by farmers using
resources, knowledge and skills and
other inputs they have already.
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 Cont.
• Thus, resources, knowledge, skills and attitudes of the target group should be
considered while developing extension messages or recommendations of the
possible solutions of a given problem.
• In this step, once the target groups, the problem and objectives have been already
identified, a start can be made to identify all possible practical solutions for a
given problems to achieve the stated objectives.
Caution: It is important when identifying a solution not to choose your
favourite solution too quickly, but you have to approach the idea with an open
mind.

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 Cont.

How to identify and determine the possible solutions of a given problem?

Procedure:
1. Before starting to look for solutions, list all the identified problems and objectives, and also
agree upon their order of importance
i.e. Problems --- Objectives --- Solutions.
2. Each of the members of the planning group, at a given time limit, try to write down all the
solutions they can think of for all of the objectives they have.
3. Then, list all the solutions identified by the whole members.
4. Work through the list and decide which of the solutions are possible and which are
impossible.
Note: try to avoid choosing the solution too quickly.

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 Cont.
In general, we can judge whether the contents of an extension program
have been well chosen or not with the help of the following questions:
1. Do the contents or solutions match the chosen objectives or goals?
2. Are the contents described precisely? Are they based on the latest scientific
insights and on the experience of successful farmers or target groups?
3. Are the contents adapted to the time available?
4. Do the contents link up well with what farmers or target groups already know,
are able, and are willing to do and actually do?

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 Cont.
• Example: To illustrate the above procedures let’s see how the possible solution of
the problems identified in the previous sections to meet the selected objectives of
an organisation.

Objective 1. To provide fresh water during dry season:-

• Build a big storage thank

• Buy a boat which can be used to transport water to the village
• Get bigger tanks to collect rain water
• Repair the mains water supply pipeline
• Get supply of bottled water

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 Cont.

Objective 2. To provide an easier way of getting water

• Drill the water well in the village

• Pay a village men to fetch water
• Buy a donkey to carry the water
• Install water tanks in each house to collect rain water
• Repair the mains water supply system

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 4.7 Selecting extension Methods
• There are different types of extension methods that have been used by different
extension organisations to identify and solve different problems and thereby to
achieve different goals as well as to help target groups from opinions to decision
making.
These methods include:
• Mass media such as newspapers, radio, TV, leaflets etc.
• Group extension method such as meetings, demonstrations and group discussions
• Individual extension that is mutual discussion between extension agents and the
target groups
• Folk media such as theatre plays, songs, puppet shows etc.
• Modern information technology such as audio-visual aids, computer and
telecommunication facilities
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 Cont.
However, the choice of any of the
above methods available may be depends on:
• The specific goals of an extension programme;
• The circumstances in which an extension agent
works;
• Size and educational levels of the target groups;
• The extension agents’ skill;
• Manpower and resource available and the level of
trust between the target groups and extension agent
and
• The cost of the method and the time available to
use it.

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 Cont.

• Moreover, the choice of extension methods also influenced

by the cost of the method and the time given by the
extension agents.
• The effectiveness of an extension program is influenced not
only by the choice of the methods but also by the way in
which these methods are used and some experts recommend
that, the effectiveness extension methods can be increased
through the use of the combination of all extension
methods.

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 We can judge whether or not the method (s) is
(are) well choose from the following questions.

1. Is the chosen method adapted to the question of whether we wish to achieve a

change in knowledge, skill attitude or behaviour?
2. Are the educational activities clearly specified so that we know what the farmer
will see, hear, discuss carry out?
3. Are the different methods integrated in such away that they reinforce each
other?
4. Does the planned time scale make it possible to carry out all these activities well?
5. When choosing learning activities, have the needs, skills and means of the target
group been considered adequately?
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 4.8 Organisation of activities or making operational calendar

• A well run extension program requires definite commitments about who will
contribute what and when.
• It is also important to indicate the amount and types of resources required to
accomplish the tasks to be performed as well as the estimation of the costs of the
resources to be used to implement the program and thereby to meet the main and
specific objectives of an organisation.
• So that an extension program should be put on paper and all agreements are
recorded.

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 In the process of organisation of activities we have to

• Identify all of the activities to be done;

• List them in the order that they should be accomplished;
• Assign individuals for each of the tasks to be performed;
• Identify the types and amounts of resource required to accomplish each of the tasks;
• Define the time and place for each of the tasks to be performed;
• Estimate the costs of each of the activities to be done with respect to time and resource
required and
• Establish the standard or the desired performance to measure the success or failure
individuals and/or projects in line with the accomplishment of their tasks and
achievement of its objectives.

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 For instance before launching a new program we may need
to improve competence of extension staff in a new topic
included in the programme.
We, then, must agree on:

• Who is responsible for staff training?

• How that person will train us?
• When and where? as well as
• What resources are required?

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 Hence, we must put these points on paper in
the form of work plan.
• At the same time the extension program should not be rigid.
• Extension agents should be flexible in their reactions for emerging needs of the
target group so that they can adjust themselves with the changing situation.
• Timing is very important for an effective Extension programme since extension
messages should be given at the moment when farmers need this information.
• For Ex. Information about the best variety to sow should be given just before it
is time for them to order their seed.
• Thus, Extension program should include a calendar which indicates when and
which messages are given and when the preparation and training should start
etc.
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 Therefore, in order to organise all the activities that an extension
organisation should perform to solve some identified problems.

• List all of the activities that an Extension agent should do.

• Place them in the order that they should occur.
• Estimate how long each activity should take.
• Decide whether more than one activity can be undertaken at the same time or
not by examining each activity and asking the following questions:
What has to be done first?
• What activities can be done at the same time? and
• What will be done next?

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 Cont.

• For Example: If a given group of farmers have a problem of

crop failure due to lack of fertiliser to solve these problems
an extension organisation may analyse this problem and try to
solve the problem by delivering fertiliser to the farmers in
credit or other form.
• But fertiliser delivery requires the following activities and the
organisation estimates the time needed to complete each
activity.

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 Cont.

Activity Time needed in weeks

1. Register fertiliser needs of individual farmer 1
2. Make list of volume needed 1
3. Make fertilizer distribution plan (including rules and regulations) 4
4. Compare prices asked by supplies (collect program) 4
5. Order fertilizer 1
6. Transport to central store 1
7. Build storage capacity in the village 8
8. Train farmers 2
9. Prepare fertilizer distribution to village stores. 1
10. Rent Lorries 1
11. Distribute fertilizer to village stores 1

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 Cont.
.
• To make an operational calendar, after listing of the activities
needed to perform a given task and estimating how long each
activity should take, an extension agent should decide whether
more than one activity can be undertaken at the same time or
not.
• Since the purpose of planning is matching together activities,
time and resources.

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 This can be done by using network analysis approach that gives a visual
representation of the program plan.
Network analysis

• Network analysis is a technique of great potential value in

aiding the planning and implementation of an extension
program work.
• Essentially network analysis is a method of scheduling the
activities of a project or a program in an orderly way through
the preparation of a number of diagrams and schedule tables.

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 Cont.
.
This helps
• For planning of a particular operation of the program
especially for planning the timing of different parts of the
work
• To strictly implement the program- this means that a delay in
the implementation of activities in the critical path affects the
overall implementation period of the program and
• Provide basis for evaluation of performance.

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 Sequences of activities and events in a network

• After listing of all activities needed to operate a given program to arrive

at the logical sequence of activities and events, the following questions
must be asked for each activity:-
• What activities must be finished before this activity can be started?
• What activities cannot be started until the previous activity is
finished?
• What activities can be undertaken at the same time with some
activities?

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 Cont.
.

• This is the most fundamental and possibly time consuming part of the use of
network analysis since a manager or analyst have to think and estimate about
the
• Duration of each activities;
• The relationships and the flow of activities to achieve the final objectives of the
program.
• Once this information has been obtained, preparing the network diagram is
simply a question of working out the possible order of the activities, and then
fitting them into a diagram of activities & events.
• This can be illustrated in the following simple hypothetical example.

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 Cont.
Assume that a given program involves 7 activities, whose
relationships to each other are as follows:

Activity Relationships
A ------------------------------------------------------------ before G, after F
B ------------------------------------------------------------ after E
C ------------------------------------------------------------ before D and F
D------------------------------------------------------------- before G, after C
E ------------------------------------------------------------ after C and before F
F ------------------------------------------------------------ after A, before C
G ------------------------------------------------------------
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before A and D 89
 Cont.

Then we have to sort these activities into a proper order by

drawing up the summary table as follows.

Activity Activities that Activities that must

must come before come after activity
activity in question. In question.
A G F
B - E
C D, F -
D G C
E F C
F C A
G A,D -

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Sequences of activities and events in a network

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 CHAPTER FIVE:
LOGICAL FRAMEWORK AS A PLANNING AID

5.1 Concepts of Logical Framework

• The LFA (Logical Framework Analysis) as a program planning aid was first
developed and used in the 1970’s by USAID.
• It is considered as the most powerful planning and management tool and aims to
link in logical way the objectives of a program, program activities,
assumptions about the internal and external environment of a given program
and the results of a program.
• It also used to link the general objectives of a program to sub or specific
objectives of a program in a given program or parts of a given program.

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 Cont.
• Logical Framework Analysis (LFA) can be used in the preparation of the
program, and then in management of a program in the implementation processes,
monitoring and evaluation as well as in revision of the program.
• Thus, in the preparation of the logical framework the objectives of the program,
the means of achieving of those specified objectives and the main assumptions
behind a program can all be presented on one page statement.

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 Cont.
Generally, logical framework analysis (LFA) is essentially a process of
developing, in a logical and consistent way, a program or a project that:
• Can achieve realistic objectives within its economic, social and biophysical
environment.
• Need the participation of people as a team where all the main beneficiaries and
stakeholders contribute to developing a program framework that represents a
consensus view on realistic objectives, viable activities and the realities of
external conditions.
• Therefore, it allows program planners, managers and/or evaluators to the
components of their activities and identifies the logical linkage between a set of
means and a set of ends.
• So, it is considered as an aid to logical thinking and a means by which a project
may be structured and described for analytical purposes.
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 5.2 Key terms and steps in logical framework
preparation

A. Key Terms
1. Goal - is the overall goal that a program operates under.
It represents the ultimate objectives of the program to which the specific program
will contribute.
Ex. i. To increase food (egg, milk, meat…) and cash crop production by
10% at the end of 2023 in Harumaya.
ii. To increase the level of knowledge of farmers in Animal and crop
production at the end of 2024 in Harumaya District.

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 Cont.
2. Purpose – A program may have some specific purposes that can be achieved
through the implementation of the program and the attainment of the purposes of
the program has positive contribution for the successful achievement of the
program goal.
Therefore, Purpose is the expected impact of the program through the
production of outputs of a given program and sometimes is considered as a long-
term objective of the program.
Ex. i. Improvement of the feeding conditions of the farm
household and raise households cash income in Harar.
ii. Increase the managerial skill of the farmers in Animal
and crop production in Babile.

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 Cont.
3. Outputs – The specific results to be produced through utilization of inputs in
the implementation process of a given program and it is considered as short-term
objectives of the program.
Ex. i. The consumption level of the farm families will be increased by 5%.
ii. Farmers have sufficient knowledge to manage their farms effectively.

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 Cont.
4. Activities – are things to be done to obtain the specified outputs in the
implementation processes of a given program.
Ex. i. Try to solve problems that may have negative impact on the food and cash
crop production in Harumaya, such as shortage of irrigation water, lack of farm
inputs improved seed and fertilizer etc.
ii. Train farmers that help them to improve the managerial skill of farm
households.

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 Cont.
5. Inputs – are resources that are required
to implement or perform program
activities.
These resources ranges from goods,
facilities, labor and services and are
termed as program inputs.
Ex. i. Construction materials
to provide irrigation schemes and
provision of fertilizer improved seed, etc.
ii. Training facilities
that are knowledgeable individuals to
train farmers, their Periderm, and
materials to be used in the training
process, etc.
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 B. Steps in logical framework preparation

• 1st. Define the program goal – is the first step in logical framework preparation.
• In this step the overall rationale for the program or the reasons for undertaking
the program and the ultimate objective of the program to which a given
program will contribute should be identified.
Ex. To improve the living conditions of farmers by 5% in Ethiopia at
the end of 2018 E.C.
• Note: In describing the goal or general objectives of a given program it is
important to avoid general or imprecise as well as ambiguous statements which
are subjected to misinterpretation.

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 Cont.
• 2nd. Define the program purpose – In this step the planner should define or
explain about what the program is expected to achieve in the long run through
the achievement and utilization of the short run outcomes or outputs of a given
program.
Ex. Increase food production for domestic consumption and ensure
food security in Ethiopia.

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 Cont.
• 3rd. Define the outputs of a program – In this step the planner should say
something about the expected short term results of the program which will allow
for the successful achievement of the purpose of the program.
• Ex. i. Establishment of irrigation schemes in the rural area.
• ii. Training of farmers in the use of new technologies and irrigation
practices.

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 Cont.
• 4th. Define the program activities – these are the actions of the program
managers to be taken as well as the tasks to be performed in order to achieve its
outputs.
• In this step it is important to describe the types of actions to be taken and the
activities to be done by the managers as well as the workers of a given
organization for the successful achievement of an organization in line with the
attainment of the expected outputs.
Ex. i. Construction of dams for the establishment of irrigation schemes.
ii. Training workshops in on-farm and participatory research to train
farmers on the use of new technologies and irrigation practices.

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 Cont.
• 5th Define the program’s input – the planner is expected to
specify the goods, services, facilities and money required to
the activities to be done for the successful attainment of the
outputs of the program and there by the purpose and overall
goal of organizational programs.

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 Cont.
• 6th. Identify important assumptions- is the next step of logical framework
preparation.
• In this step it is important to identify the external environmental factors (which are
outside the control of the program) on which its success depends on it.
• So, the planners should make the assumptions that explains about the extent of the
impacts of those identified external factors on the achievements as well as
sustainability of different levels of the program:
Goal, purpose, outputs and activities.
Ex. Goal: 1. Successful implementation of economic reforms and social stability;
2. Good government and political stability.

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 Cont.

• 7th. Determine indicators (verifiable) in terms of quality, quantity and time –

this is the step that a planner is expected to define indicators at each of the four
levels which will be used to monitor and assess the performance of the program
in achieving them.
• And indicators should specify quantity, quality and time taken to achieve them.
• At the activity level indicators will be the inputs needed to undertake the activity
and should include a budget or financial summary.
• These indicators may help the managers to measure the progress of an
organization in line with the achievement of its four levels:
• Goals, purposes, outputs and activities.

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 Cont.

• 8th Determine the means of verification – is the last step of logical

framework preparation that a manager and/or planner is expected to
identify the means to verify the indicators for each level.
• This should include the sources of information, which would contain
this data and sometimes the methods to measure these indicators.

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 5.3 Structure of Logical Framework matrix
• The structure of the logical frame consists of a four by four (4*4) matrix in which
the row represents the levels of project objectives including the means required to
achieve them and the columns indicate how the achievement of these objectives
can be verified.

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 Structure of logical framework matrix
Narrative summary Verifiable indicators Means of verification Important assumptions
Goal:
Description of the higher level
Qualitative and/or quantitative Sources of information and methods, Main external conditions or events necessary to
objective to which the program
measures used to show the extent to the means for checking indicators achieve and sustain the objectives in the short
will contribute.
which the goal is meet or fulfilled. that used to establish what has been run and long run.
achieved.

Purpose:
Description of the impacts or effects Qualitative and/or quantitative Sources of information and methods, Main external conditions or events over which
of the program which is expected measures used to show the extent to the means for checking indicators the program has no control but necessary to
to achieve as a result of its outputs. which the purpose is meet or fulfilled that used to establish what has been achieve and sustain the goal to be achieved.
achieved

Outputs:
Description of the results the Qualitative and/or quantitative Sources of information and methods, Main external conditions or events over which
program should achieve during its measures used to show the extent to the means for checking indicators the program has no control but Which must be
lifetime. which the outputs are produced. that used to establish what has been prevail if purpose is to be achieved.
achieved

Activities: Inputs: Monitoring Activity to output

Description of the activities that the
program will undertake to produce its
stated outputs.
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Means to be used to check or Main external conditions or events over which
Goods, facilities and/or services monitor progress of the program’s the program has no control but Which must be
needed to carry out the stated activities. prevail if purpose is to be achieved.
activities. 117
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 THE END
THANKS!!!