PEPFAR's annual planning process is done either at the country (COP) or regional level (ROP).
PEPFAR's programs are implemented through implementing partners who apply for funding based on PEPFAR's published Requests for Applications.
Since 2010, PEPFAR COPs have grouped implementing partners according to an organizational type. We have retroactively applied these classifications to earlier years in the database as well.
Also called "Strategic Areas", these are general areas of HIV programming. Each program area has several corresponding budget codes.
Specific areas of HIV programming. Budget Codes are the lowest level of spending data available.
Expenditure Program Areas track general areas of PEPFAR expenditure.
Expenditure Sub-Program Areas track more specific PEPFAR expenditures.
Object classes provide highly specific ways that implementing partners are spending PEPFAR funds on programming.
Cross-cutting attributions are areas of PEPFAR programming that contribute across several program areas. They contain limited indicative information related to aspects such as human resources, health infrastructure, or key populations programming. However, they represent only a small proportion of the total funds that PEPFAR allocates through the COP process. Additionally, they have changed significantly over the years. As such, analysis and interpretation of these data should be approached carefully. Learn more
Beneficiary Expenditure data identify how PEPFAR programming is targeted at reaching different populations.
Sub-Beneficiary Expenditure data highlight more specific populations targeted for HIV prevention and treatment interventions.
PEPFAR sets targets using the Monitoring, Evaluation, and Reporting (MER) System - documentation for which can be found on PEPFAR's website at https://www.pepfar.gov/reports/guidance/. As with most data on this website, the targets here have been extracted from the COP documents. Targets are for the fiscal year following each COP year, such that selecting 2016 will access targets for FY2017. This feature is currently experimental and should be used for exploratory purposes only at present.
Years of mechanism: 2008 2009
09.P.AB15: MOE - Life Skills
ACTIVITY HAS BEEN MODIFIED IN THE FOLLOWING WAYS:
In FY2009, the Ministry of Education (MOE) is going to expand this project by integrating the materials
developed by the project into other life skills-related projects for awareness purposes, training project
officers in materials development and adaptation, piloting the monitoring tools before implementation, and
explaining the project on the BTV show, Talk Back, to ensure it is well received.
Additionally, the MOE wants to ensure quality training by Master Trainers during the cascading of training to
teachers in their clusters/schools by providing refresher workshops, have more stakeholder involvement
regarding monitoring, i.e., primary, secondary and teacher training and development to support the project,
and involve the schools' senior management teams in the project for successful implementation.
During the project implementation, they will monitor the project extensively through school visits, timely
delivery and administration of monitoring tools, technical assistance, analysis of reports, and undertaking
workshops for master trainers involved in the project.
From COP08:
In this activity, USG will continue to support the MOE to roll out its new "life skills" materials to schools
through out the country.
For four years, USG has collaborated with the MOE to develop and implement a state-of-the-art HIV
prevention curriculum for use in all public schools in the country. To date, five sets of materials are ready,
one each for ages 6-7, ages 8-9 (lower primary), ages 10-12 (upper primary), ages 13-15 (junior
secondary), ages 16-18 (senior secondary). Materials for ages 8-9 are printed and distributed to all primary
schools across the country. Materials for upper primary are being printed, and the Ministry is preparing
tenders for the printing of the secondary school level materials. Over 200 teachers have been trained as
master trainers to support a cascade of trainings on the materials through the education system, and the
Ministry conducted a baseline survey for future evaluation purposes, which has not been disseminated.
USG will soon hire an outside agency to assist the MOE with all aspects implementation.
In 2008, USG will continue to support teacher training and printing of materials. The Ministry will support an
outside agency to help train additional master trainers and support the training cascade. The Ministry also
will print and distribute the last batch of materials, those for the youngest learners in standards 1-2 (students
age 6-7): 110,000 student workbooks and 3800 teacher guides.
The Ministry also will begin to explore adaptation of the materials to special needs learners, by convening a
task team of teachers of special needs learners. The GOB will pay for the actual adaptation process, which
may happen next year.
The Ministry has identified additional staff to support the life skills curriculum, and the Ministry will support
the training of two of those project officers on Life skills and BCC/Project management to improve their
knowledge and skills.
New/Continuing Activity: Continuing Activity
Continuing Activity: 17409
Continued Associated Activity Information
Activity Activity ID USG Agency Prime Partner Mechanism Mechanism ID Mechanism Planned Funds
System ID System ID
17409 4791.08 HHS/Centers for Ministry of 7748 1232.08 U62/CCU02509 $300,000
Disease Control & Education, 5-
Prevention Botswana Strengthening
Prevention,
Care &
Treatment
through Support
to Programs
Managed by the
Government of
Botswana
10026 4791.07 HHS/Centers for Ministry of 5370 1232.07 CoAg # $900,000
Disease Control & Education, U62/CCu025095
Prevention Botswana
4791 4791.06 HHS/Centers for Ministry of 3468 1232.06 Technical $415,000
Disease Control & Education, Assistance
Table 3.3.02:
09.C.OV07: Ministry of Education - OVC Circles of Support
ACTIVITY UNCHANGED FROM FY2008
The number of orphans in Botswana has significantly increased, due to the high HIV prevalence, adding to
the large numbers of other vulnerable children. This has resulted in highly stretched community and family
capacities to cope. It is noted that most of the OVC fall in the school going age, and there is evidence that
more and more children are unable to attend schools or do not have access to education due to being an
OVC. Child neglect, delays in the delivery of school uniforms, orphan exploitation and violence against
children all contribute to denying access to education. For example, some children are forced to drop out of
school to take care of their younger siblings. Other negative effects may include death of a caregiver which
may result in serious psychological effects on a child.
Findings from the evaluation of the STPA reports that provision of psychosocial support services for
orphans is lagging compared to other areas such as provision of food supplies. The gaps in meeting the
psychosocial needs of the child and in ensuring access to education can be addressed through the Circles
of Support program. This involves the identification of the resources available for the different roles in the
community and provision of an enabling environment to afford children the most needed support, in the
most humane way possible.
2007 accomplishments
The Circles of Support for OVC concept is a community and school-based multi-sectoral approach to
meeting the needs of OVC. It aims at strengthening schools and community based networks and systems
that provide the basic needs, including psychosocial needs of children of school going age who have lost
their parents or are in difficult circumstances. Its main focus is to facilitate linkages in the local network of
support to retain OVC in the school system and assist those who have dropped out to re-enter the school
system.
The MOE will be working closely with MLG's DSS, and civil and CBOs. All service providers who care for
OVC will be brought together so as to ensure that each plays a complementary role in ensuring that OVC
remain within the school system and achieve their potential.
The Institute for Development and Management (IDM) trained 22 Regional Education Officers as master
trainers and 31 teachers' as Training of Trainers (ToTs) in 2006 and 2007.
The Circles of Support program was rolled out to 250 primary and secondary schools in the Education
Regions of South, South Central and West in 2007.
2008 plans
The MOE through the HIV/AIDS Coordinating Office will be scaling up the Circles of Support for OVC
program to 300 primary and secondary schools in the Education Regions of: Central, North and the
remaining schools in the Education Regions of South, South Central and West that would not have been
covered in 2007.
For each implementing school, three members of staff (head teacher and two teachers) will be selected for
training. They will then form a committee referred to as School conveners. At community level, three
members drawn from Parents Teachers Association, Social and Community Development office will be
selected and trained. This group is will be referred to as community Neighborhood Agents. Training will also
cover NGOs working with schools on OVC issues. This will facilitate referrals of OVC to service providers of
such organizations as: Hope World Wide (HWW) Botswana based in Kweneng District, The Ark for
Children, Bana ba Keletso and Catholic Relief Services (CRS). The school conveners and the community
neighborhood agents will identify OVC eligible for the program.
Officers at the Ministry level will undertake monitoring visits to schools and track project progress. Master
training will be an on-going activity in FY08.
Continuing Activity: 17410
17410 4898.08 HHS/Centers for Ministry of 7748 1232.08 U62/CCU02509 $133,000
10027 4898.07 HHS/Centers for Ministry of 5370 1232.07 CoAg # $450,000
4898 4898.06 HHS/Centers for Ministry of 3468 1232.06 Technical $500,000
Emphasis Areas
Human Capacity Development
Estimated amount of funding that is planned for Human Capacity Development $300,000
Public Health Evaluation
Food and Nutrition: Policy, Tools, and Service Delivery
Food and Nutrition: Commodities
Economic Strengthening
Education
Water
Table 3.3.13:
