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.
PEPFAR began providing funds to the Ministry of Education (MOE) in 2002 to support the development and eventual roll-out of a Life Skills curriculum. While many achievements have been recorded, there are still many challenges facing project implementation. Given the completion of a short-term contract with a partner that provided technical assistance to MOE, it was determined that additional support was needed to ensure the success of the activity. A TBD partner will be responsible for: (a) improving capacity of MOE Officers and other officials assigned to the program; (b) providing refresher courses for master trainers; (c) supporting the training cascade at both primary and secondary schools; (d) printing of materials; and (e) monitoring the implementation of program materials. In addition, there is a significant need to establish a plan for schools to be able to train new teachers as they come into the school system as well as the development of guidelines on effective implementation strategies. The result will be a substantial measurable expansion in the number of schools implementing the life skills curriculum and an improvement in the quality of the program.
Given the importance of closely monitoring program implementation, a TBD partner will work with MOE conduct monitoring visits as well as refine monitoring tools where needed. The TBD partner will work closely with MOE to build capacity of their program officer for on-going monitoring of the curriculum. This will include technical assistance and support for: (a) finalizing monitoring tools following the completion of the pilot; (b) inputting and analyzing data; (c) reviewing findings from monitoring visits; and (d) utilizing findings for program improvement.
10.P.AB21: TBD - New Coag Life skills - Redacted
PEPFAR began providing funds to the Ministry of Education (MOE) in 2002 to support the development and eventual roll-out of a Life Skills curriculum. While many achievements have been recorded, there are still many challenges facing project implementation. Given the completion of a short-term contract with a partner that provided technical assistance to MOE, it was determined that additional support was needed to ensure the success of the activity. A TBD partner will be responsible for: (a) improving capacity of MOE Officers and other officials assigned to the program; (b) providing refresher courses for master trainers; (c) supporting the training cascade at both primary and secondary schools; (d) printing of materials; and (e) monitoring the implementation of program materials. In addition, there is a significant need to establish a plan for schools to be able to train new teachers as they come into the school system as well as the development of guidelines on effective implementation strategies. The result will be a substantial measurable expansion in the number of schools implementing the life skills curriculum and an improvement in the quality of the program. In FY10, a TBD partner will conduct an assessment on implementation progress to date as well as develop a revised project work plan in light of these results. In addition, an evaluation of the materials used in the Life Skills program will be performed and a list of recommendations to improve the roll-out of materials will be developed. Given the noted difficulties experienced in the cascading of trainings, a TBD partner will analyze the status of these trainings and assist in the revision of guidelines for the training cascades, including new strategies, timelines, costs, supervision, monitoring, and quality assurance. Finally, a TBD partner will conduct six three-day refresher master trainer trainings for primary school teachers with 50 participants each as well as six three-day refresher workshops for Deputy School Heads. Given the importance of closely monitoring program implementation, a TBD partner will work with MOE to conduct monitoring visits as well as refine monitoring tools where needed. The TBD partner will work closely with MOE to build capacity of their program officers for on-going monitoring of the curriculum. This will include technical assistance and support for: (a) finalizing monitoring tools following the completion of the pilot; (b) inputting and analyzing data; (c) reviewing findings from monitoring visits; and (d) utilizing findings for program improvement.
10.P.OP23: TBD - New Coag Life skills - Redacted
PEPFAR began providing funds to the Ministry of Education (MOE) in 2002 to support the development and eventual roll-out of a Life Skills curriculum. While many achievements have been recorded, there are still many challenges facing project implementation. Given the completion of a short-term contract with a partner that provided technical assistance to MOE, it was determined that additional support was needed to ensure the success of the activity. A TBD partner will be responsible for: (a) improving capacity of MOE Officers and other officials assigned to the program; (b) providing refresher courses for master trainers; (c) supporting the training cascade at both primary and secondary schools; (d) printing of materials; and (e) monitoring the implementation of program materials. In addition, there is a significant need to establish a plan for schools to be able to train new teachers as they come into the school system as well as the development of guidelines on effective implementation strategies. The result will be a substantial measurable expansion in the number of schools implementing the life skills curriculum and an improvement in the quality of the program. In FY10, a TBD partner will develop complementary materials for learners to support the core curriculum in the classroom and at home. Learners and teachers have requested additional materials to the workbooks, which could include posters, hand-outs for learners and their guardians, videos, and photo cards to stimulate discussion. These support materials will further engage learners, give teachers more options for integrating the curriculum into their classrooms, and help engage parents/guardians into the program. The content will reflect that of the core curriculum and highlight key issues, such as alcohol abuse prevention and inter-generational sex, among others.
