1. Teacher: Miguel Vinicio Ponce Medina
Students:
• Jorge Luis Rengifo Tobar
• Maicol Alexander Suntasig Guallichico
• Sandra Cecilia Pico Guevara
Proyecto Integrador II
2. Credible: human and financial resources are available for
carrying out the policy.
• Action planning (or programming) is the preparation
for implementation.
It is a tool for “clarifying” to some extent the goals and
strategies in relation to the education policy,
programming the activities required, establishing the
timing, indicating the necessary resources, distributing
institutional and administrative responsibilities,
preparing the budgets, etc.
• It is important to consult and negotiate with the
various development partners throughout the action
planning stage if the country is to mobilise their
support for plan implementation.
3. Action planning through the LFA
• An initial task for those in charge of developing an action plan is to draw up a typology of concepts to be used:
objectives, results, actions, activities, measurements, resources, etc.
• The foundation of an action plan consists of activities, grouped into actions. These latter, interacting with one
another, are aimed to achieve a specific objective.
• The main part of the work is the determination of actions and activities to achieve the policy objectives.
4. • There are questions one can ask step by step in order to assess whether
an assumption – external condition – should be included or not in the
logframe.
• The importance of each risk and assumption depends on the probability
that it will not happen, and the importance to the project if it does not
happen.
• If an assumption is more or less certain to happen and not of great
importance to the project’s success, then the manager does not need to
worry.
Logframe matrix
5. Developing an action plan through nesting of Logframes
This is the way of designing the
structure of a plan from the
upper level (goal or
development objective) down to
the activity level through specific
objectives and actions.
6. Here we can see an example of a multi-sectorial
project of a government to solve problems of a
country.
The goal at the programme level (fourth column) was the
action at the multi-sector plan, output at the sector plan
and purpose at the sub-sector plan.
The output of this programme will become the purpose
of the project that the institution in charge will prepare
at the implementation stage of its programme
NESTING OF LOGFRAMES
7. Planning for monitoring, review and evaluation
• Every project must be monitored because we are all responsible for our work, the resources, the
money and the community we serve.
• The monitoring can be day to day, month to month, or every year depending on the needs.
• Monitoring and evaluation consists in measuring the status of an objective or activity against an
"expected target" that allows judgment or comparison.
• We must measure relevance, effectiveness, impact, sustainability.
8. Performance indicators
• A indicator is a number o scale of measurement.
• They serve to have a realistic measurement of the objectives.
• They provide the basis for monitoring, review and evaluation.
• Indicators are called Objectively Verifiable Indicators (OVIs) according to
the LFA
9. Planning for
monitoring, review
and evaluation
Main aspeccts of monitoring and evaluation that should
be clarified when designing education policies.
Measuring the status of
an objective against an
indicator
System to answer
questions
Relevance Efficiency Effectiveness Impact Sustainability
Evaluation: an external
point of view to assess
10. Planning for monitoring, review and evaluation
PERFORMANCE INDICATORS
Contibutes to
Transparency Consensus Ownership
The basis
Realistic
targets
DIRECT
•Relte to a directly observable
change resulting from activities
and outputs
INDIRECT
(used if the achievement of
objectives:)
•is not directly observable
•measurable only at high cost
•is measurable only after long
periods of time
QUALITATIVE
•the frequency of meetings,
•4 the number of people involved,
growth rates, the intakes of inputs;
the adoption and implementation
of the outputs, etc.
QUANTITATIVE
•4 stakeholder opinions and
satisfaction, decision-making
ability, the emergence of
leadership
INDICATORS
11. Three classifications of evaluation
• Internal
• Self-evaluation
• External
Who’s conducting
• Formative
• Summative
• Expost
Use of evaluation
• Monitoring
• Review
• Evaluation
Programme evaluation
12. Objects of monitoring and evaluation
INPUTS
• teachers
• equipment
• buildings
OUTPUTS
• Graduates
• Knowledge
OUTCOMES
• Gains that
graduates
obtain
