▁risk ▁and ▁safe ▁sex ▁practices ▁will ▁result ▁in ▁sa fer ▁sex ▁being ▁pract iced . ▁However , ▁research ▁in ▁South ▁Africa ▁increasing ly ▁shows ▁that ▁in ▁spite ▁of ▁increased ▁education ▁and ▁knowledge , ▁people ▁still ▁often ▁do ▁not ▁practice ▁safe ▁sex . ▁Therefore , ▁the ▁logic ▁of ▁a ▁program ▁which ▁re lies ▁on ▁education ▁as ▁a ▁means ▁to ▁get ▁people ▁to ▁use ▁cond oms ▁may ▁be ▁fault y . ▁This ▁is ▁why ▁it ▁is ▁important ▁to ▁read ▁research ▁that ▁has ▁been ▁done ▁in ▁the ▁area . ▁Exp lic ating ▁this ▁logic ▁can ▁also ▁reve al ▁un int ended ▁or ▁un for ese en ▁consequences ▁of ▁a ▁program , ▁both ▁positive ▁and ▁negative . ▁The ▁program ▁theory ▁drives ▁the ▁hypoth eses ▁to ▁test ▁for ▁impact ▁evaluation . ▁Develop ing ▁a ▁logic ▁model ▁can ▁also ▁build ▁common ▁understanding ▁amongst ▁program ▁staff ▁and ▁st ake hold ers ▁about ▁what ▁the ▁program ▁is ▁actually ▁supposed ▁to ▁do ▁and ▁how ▁it ▁is ▁supposed ▁to ▁do ▁it , ▁which ▁is ▁often ▁lack ing ▁( see ▁Part icip atory ▁impact ▁path ways ▁analysis ). ▁Of ▁course , ▁it ▁is ▁also ▁possible ▁that ▁during ▁the ▁process ▁of ▁trying ▁to ▁el ic it ▁the ▁logic ▁model ▁behind ▁a ▁program ▁the ▁evalu ators ▁may ▁discover ▁that ▁such ▁a ▁model ▁is ▁either ▁in comple t ely ▁developed , ▁internally ▁contradict ory , ▁or ▁( in ▁worst ▁cases ) ▁essentially ▁none xis istent . ▁This ▁decided ly ▁limits ▁the ▁effect iveness ▁of ▁the ▁evaluation , ▁although ▁it ▁does ▁not ▁necessarily ▁reduce ▁or ▁eliminate ▁the ▁program