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: 2011 2012 2013 2014 2015
This is a continuation of the project which started in 2010 and will be in Year 3 in 2012/2013. The goal is to prevent new HIV infection among teachers and learners and the objectives are to: 1) build capacity of teachers through pre-service training to implement effective and comprehensive life skills programs; 2) strengthen the existing monitoring system to maximize outcomes; 3) support the Ministry of Education and Skills Development (MOESD) to sustain the program; and 4) develop peer education programs in the schools and the community. Education Development Center, Inc (EDC) works with the MOESD in all 10 educational regions of Botswana. As part of transitioning full ownership of the program to the MOESD, EDC has started working with MOESD to share costs of training teachers and officers from all departments in all regions. In 2011 EDC covered training of education officers with cost sharing for venue, accommodation and transport costs. EDC is capacitating officers to train teachers in the life skills curriculum, Living, and to monitor and support the use of Living materials at the school level. Through the trainings, EDC is ensuring that each region develops an action plan on training of teachers in schools in the region. In response to the evidence-based findings from the Process Evaluation Report by EnCompass LLC in 2010, EDC, together with Peace Corps Volunteers, is also coaching and mentoring teachers to use the Living curriculum effectively. EDC, in partnership with the University of Botswana, will work with the MOESD to conduct monitoring activities in sampled schools in each region over the next 3 years.
EDCs activities are in support of the implementation and enhancement of the Botswana Ministry of Education life skills project. All activities proposed by EDC have been discussed with and approved by the Ministry of Education. EDC targets three groups: 1) teachers ages 2260; 2) learners ages 6-19, including male and female adolescents who are sexually active; and 3) young men and women ages 2549 where HIV prevalence is 40. Interactions with each group are adapted to be sensitive to developmental stage. Curricula for younger learners includes life skills development and approaches HIV and sexual health topic in an age appropriate manner. EDC will continue to visit schools and work with teachers in groups of 20 over two-hour sessions to address specific challenges with using the "Living" life skills curriculum. Based on past experiences using the "Living materials, EDC has found that schools are willing to release teachers for brief intervals to improve effective use of the materials in the classroom. This form of mentoring is especially acceptable to schools as it is conducted within the school and teachers do not need to be away from the classroom for a whole week to attend a training workshop somewhere else. The exercises help teachers to be more effective since life skills and HIV education have to be infused in all the subjects across the curriculum. When the exercise is done, teachers are helped to form teams for on-going coaching and mentoring activities in the school which they can also apply to other subjects. EDC will capacitate peer education groups in secondary schools by training two learners per school as Peer Counselors over a two-day session. "Living" equips both learners and teachers with skills that help them to minimize the impact of the HIV key drivers, in particular: Multiple Concurrent Partnerships, Adolescent and Intergenerational Sex, Gender-based Violence and Sexual Abuse. In line with the National Strategic Framework II and the Global Health Initiative Guidance on Women, Girls and Gender Equality Principal, EDC targets both males and females because full gender equality can only be realized if men and women are empowered. EDC builds the capacity of officers in the MOESD to ensure that the project is mainstreamed throughout the Ministry. EDC will work with the Colleges of Education and the University of Botswana to mainstream Living in their teacher pre-service programs. EDC works with Stepping Stones International and the Department of Out-of-School Education and Training of MOESD, to train community facilitators and out-of-school youth. For quality assurance, EDC developed tools which will be used by Education Officers and School Management to monitor implementation. EDC will conduct annual National Education Summits where each region will present on the progress of Living. EDC will develop booklets on aspects of the training which will be accessible to all teachers and the communities. EDC will link with Tebelopele Voluntary Counseling and Testing Centers to provide a platform for teachers, officers and learners over age 15 (age of consent is 16) to test for HIV. EDC will conduct monitoring activities each year to establish the extent of implementation. EDC will use the findings from Project AIM as evidence-based programming to inform the direction of the project. In Year 4, EDC will develop protocols for summative evaluation which will be conducted in Year 5 and reported to MOESD.
