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: 2010 2011 2013 2014
In COP 2011 the World Learning/USAID School-Community partnerships for HIV/AIDS affected and Infected Orphans and Vulnerable Children(OVC) will focus on strengthening the communities' abilities to participate in the design and management of OVC support programs using schools as a conduit to empower and organize community members. The project's strategic objective is to build the capacity of 400 schools to serve asfocal points for OVC care and support. The project will provide quality, comprehensive services to at least 52,000 HIV affected or infected OVC with a focus on increased enrollment, retention and academic performance and strengthen school community partnership in 400 primary schoolsto enhance their capacity to plan and manage OVC support programs. The project will serve 52,000 OVC at 400 Primary schools in Afar, Amhara,Benishangul Gumuz, Gambella, Harari, Oromia, SNNPR, Somali and Tigray Regional States and Dire Dawa and Addis Ababa CityAdministrations.
World Learning (WL) subcontracts Tigray Development Association (TDA) in Tigray. WL will work primarily at the school and community level, involving stakeholders such as members of Parent Teacher Associations (PTA), Kebele Education and Training Board (KETB) members, students, Girls Education Advisory Committees (GEAC), teachers and school directors. While various government agencies will be involved the lead agency will be the Regional State Education Bureaus.
The project directly addresses the strategy and vision of a "wraparound" priority activity under the Emergency plan, "basic education is one of the most effective means of HIV prevention." Active engagement of community members and teachers will facilitate monitoring of child and family health and will increase networking with other services. Gender
World Learning (WL) will provide comprehensive care and support services to 52,000 HIV/AIDS affected or infected OVC at 400 primary schools in Ethiopia with a focus on increased enrollment, retention and academic performance. School-community partnerships will be strengthened to enhance school and community capacity to plan and manage OVC support programs.
Using incentive awards, PTAs will be motivated to actively plan, manage and monitor OVC services and run income generation activities. OVC obtain school material support to enroll stay in school and learn better. Program interventions will address the needs of vulnerable children including psychosocial counseling, provision of tutorial remedial classes, life skills, food and nutrition, referral to health services, provision of school uniforms or uniform waiver, school supplies, and waiver of school fees as provided by PTA to create a supportive learning environment. Girls will be given special consideration and their specific personal and academic problems will be followed through greater involvement of Girls Education Advisory Committees, female teachers and well known women from the community. At least 50% of the beneficiaries will be girls. Legal protection will be provided for OVC in partnership with local government, CBOs and communities.
Care providers (female and male teachers) from each participating school and household level care providers will receive training on how to assess OVC needs, plan for coordinated care, and monitor OVC service satisfaction based on individual care plans. School-Communities will be mobilized through awareness raising activities. The capacity of care givers, both at school and in family units, and the education system will be strengthened to provide improved OVC care and support services in school settings. Strong ties with the community via PTAs enable monitoring OVC receiving core services such as shelter, health care, protection, food from within the community or their households. PTA income generation activities and school gardening have proven sustainable.
