Evaluating the 'logical framework approach' towards learning-oriented development evaluation

This article suggests some steps in the theorization and assessment required to improve and understand the logical framework approach towards learning oriented development evaluation. It addresses the following questions: how should one proceed in assessing a planning and evaluation approach; when and how should an LFA be used; should it look at best normal or worst practice; what should be made of a tool which regularly requires the defences that it needs intelligent and careful use and that its failings are contingent, not inherent; what assumptions can be made about the skills and motivation of the average user? what comparisons can be made with alternative approaches? In conclusion the paper states that LFA should be used with care and sometimes not at all. This approach can usefully encourage thinking about purposes, assumptions and data, but become less helpful as we move from planning to monitoring to evaluation.