CHAPTER VI PROGRAMME OF ACTION

1. THE UNIVERSITY OF THE ARMED FORCES
Distance Education Learning
APPLIED LINGUISTICS IN ENGLISH PROGRAM
NATIONAL EDUCATION SECTOR DEVELOPMENT
PLAN
Programme of Action
TEACHER: MSc. Miguel Ponce
STUDENTS: Esther Rivera y María Belén Pazos

2. CHAPTERIV
Programmeof Action
4.1ActionPlanningthroughtheLFA
Main Aspects

3. Preliminary remarks
- Initial Task to develop an action plan is to draw
up a typology of concepts: objectives, results,
actions, activities, measurements, resources.
- Two sources of variation: 1) Terms vary across
countries, 2) The degree of detail , concepts can be
arranged in five levels:
1. level 1 Goal or general objective
2. level 2 purpose or specific objective
3. level 3 component
4. level 4 action, and
5. level 5 activity
There are many methodologies and techniques of
action planning, in education sector the most used
are: The Logical Framework Approach and
Simulation modeling.
-The creation of an action plan consists in
activities, grouped in actions.
- Actions interact with one another, work to
achieve a specific objective.
- The main part of the work is the determination
of actions and activities to reach the policy
objectives.

4. Designing actions and their attributes with the
logframe matrix
To get into this stage we have to pass
through:
The Analytical and policy formulation
stages, such as the problem analysis
tree, stakeholder analysis, objective
analysis, etc.
THE LOGICAL FRAMEWORK STRUCTURE IS BASED
ON THE CONCEPT OF CAUSE AND EFFECT

5. The importance of risks and assumptions
depends on:
1. The probability that it will not happen
2. The importance to the project if that does
not happen, if it is not important so, there
is no reason why to worry about.
3. But in the other side if the assumption is
important to happen, the fact that it will
not be possible, would kill the
assumption.
If risks or assumptions are very important, it
is necessary to redesign the actions and
strategies.

6. To define the OVIs
(objectively verifiable
indicators)at the Goal
level, then purpose,
then output, then
activity level it is
mainly to keep in
mind:
1) Indicators should
state in terms of
quantity, quality and
time (QQT) and
sometimes place
2)Define a basic
indicator, add quantity,
then quality and time
Activity level must include
means and resources to
carry out the activity
Once OVIs are defined it is
time to define MOV (means
of verification), at the goal
level, then purpose, then
output, then activity level
MOVs are sources of
information, which will
show if targets had been
achieved.
Indicators for measuring
objectives must be verifiable
by other means
Activity level MOV will
include costs.
RISKS ARE UNWANTED
HAPPENINGS, IF THEY
MATERILIZE CAN RESULT IN
FAILURE, AND A REDESIGN WILL
BE NECESSARY

7. IF YOU APPLY ALL THE STEPS ABOVE
YOU WILL OBTAIN A MATRIX LIKE THIS:

8. Developing an action plan through
nesting of Logframes
Once you have designed the Logframe
matrix you have to know how to
practice it in a planning programme,
for that it is necessary to trace a
structure of a plan From GOAL to the
ACTIVITY level, though specific
objectives and actions
An example of how
to structure the
programme

9. Nesting on Logframes are
to decline wider
development objectives into
specific objectives, which
will have more details to
achieve the results.
The Goal at the
programme Level, is the
action at the Multi-
Sector Plan, Output at
the sector plan and
purpose at the sub-
sector plan.
The Output will become
the purpose, at the
implementation stage

10. 4.2. Planning for monitoring,
reviewand evaluation
Principal aspects

11. To prepare effective development
programs we ask three questions:
1. What can enable us to judge
and measure whether an objective
or an expected result is achieved
and an activity implemented?
2. How can we assess the
achievement of an
activity, an output or an
objective?
Through :
Regular control
More formal form of
evaluation
3. What level of result are
we going to assess?
Plan M&E from the
outset:
Answering
questions of:
• Relevance
• Efficiency
• Effectiveness
• Impact
• Sustainabilit
Monitoring and
evaluation
•Is to measure the
state of an activity
against an "expected
target”

12. 4.2.1.
Performance
indicators
It is a value on a measurement scale
Indicator
Used to measure
performance
They are called
Objectively
Verifiable
Indicators
(OVIs)
 Specify realistic targets
 Provide the basis for monitoring, review and evaluation
 Contributes to transparency, consensus
 and ownership
They can be
objective if they
include elements of
quantity, quality
and time (QQT).

13. Direct or indirect
indicators
• Direct indicator
• is a more precise, comprehensive and
operational restatement of the respective
objective.
• Indirect or proxy indicators are used if
• is not directly observable
• is directly measurable
• is measurable only after long periods of
time
Qualitative
or
quantitative
indicators
•Quantitative indicators may relate to:
• The frequency of meetings
• The number of people involved
• Growth rates
•The intakes of inputs
•The adoption and implementation of the outputs,
etc.
•Qualitative or narrative indicators are focus mainly on
• The level of participation of a stakeholder group
• Opinions and stakeholder satisfaction
• Aesthetic judgments
•Decision-making capacity
•The emergence of leadership
•The ability to self-control
•Changes in attitude and behavior
•Evidence of consensus.

14. 4.2.2.Three
classificationsof
evaluation
Internal
Self.evaluation
External
Who’s conducting the
evaluation?
Formative
Summative
Ex-post
The use of evaluation
Monitoring
Review
Evaluation
Used in programme
evaluation

15. 4.2.3.Objectsof
monitoringand
evaluation
Inputs Process Outputs Outcomes
Education system and its environment
Environment
Environment
Inputs
• Financial and other resources
Outputs
•Products and services that are
generated as the tangible results
Outcomes
•Effects of utilizing the outputs

16. The relationship between relevance, efficiency, and effectiveness.
Relevance
•Hypothetical is
defined in
relation to the
needs.
•Real measures
the extent to
which the
products respond
to the needs of
the population.
Efficiency •Describes the
relationship
between the
amount of
products
produced and the
amount of
resources used.
Effectiveness
•Describes the
extent to which
an objective has
been achieved
Impacts
•They are the
effects on the
population and
the environment