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
THIS IS AN ONGOING ACTIVITY. THE NARRATIVE IS UNCHANGED EXCEPT FOR UPDATED
REFERENCES TO TARGETS AND BUDGETS.
The only changes to the program since approval in the 2007 COP are:
• Academy for Educational Development has been competitively selected to implement the activity
1. ACTIVITY DESCRIPTION
The Kenya Ministry of Education (MOE) recently completed their second year of implementing the Kenya
Education Sector Support Program (KESSP) in which one of the objectives is to implement the AIDS policy
for the education sector including training teachers to implement the HIV/AIDS syllabus in schools. AIDS is
a major challenge to all the sectors of Kenyan society. In the education sector, the epidemic has severely
affected quality, access, equity, supply and demand for education, thus reversing the gains made in the
sector in the last ten years. Every Kenyan household is either affected or infected by the epidemic, and this
affects individuals physically and psychologically. Strengthening the sector's capacity to respond to the
epidemic will require a review of the policy on HIV/AIDS and curricula for various categories of educational
institutions (primary, secondary, vocational/technical and non-formal education) in collaboration with the
Kenya Institute for Education. MOE will need to initiate skills-based training relevant to AIDS in pre-service
teacher training programs. One of the prospective partners in this activity is the Kenya Education Staff
Institute (KESI) which is being assisted by USAID to become a center of excellence for teacher training.
This activity will fund the development of curricula for pre-service teacher training to be used eventually in
all diploma and certificate teacher training colleges as well as the production of the same. First-year
students will be targeted, with the expectation of training a total of 12,000 teacher trainees per year
(approximately 600 per college), once the curriculum is available and all institutions are participating. In
2007 we trained 6,000 teacher trainees who will take a second-year course in 2008 while the other 6000 will
be starting their first-year course. (In 2009 the first 6000 teacher trainees will have graduated and begun to
reach students in their assigned schools.) The trained teachers will each be expected to work with two in-
service teachers during their teaching practice sessions, bringing the number reached to 24,000 teachers.
As the "Education Sector Policy for HIV and AIDS" will be one of the materials used in the course, the cost
of reproduction of this booklet will also be covered. Behavior change sensitization programs for
communities, teachers, and personnel will help address HIV/AIDS in the education sector. Using a life skills
approach as part of the school health program, sensitization will help build the capacity of teachers to
address HIV/AIDS and substance abuse in educational institutions. Guidance and counseling services in
educational institutions will be strengthened to help those suffering from stigma and trauma associated with
HIV/AIDS.
2. CONTRIBUTIONS TO OVERALL PROGRAM AREA
This is one of the activities that contributes to the promotion of abstinence, being faithful and behavior
change practices among youth.
3. LINKS TO OTHER ACTIVITIES
This activity carries forward previously approved activities in the 2007 COP listed under "APHIA II TBD." It
will build on the 2007 activity with KIE to update and reproduce the Life Skills curriculum. The program
directly responds to the AIDS policy for the education sector which was developed with the Mobile Task
Team using 2004 PEPFAR funding, and the development of the District Education Management and
Monitoring Information System. The program will complement the in-service teacher training being carried
out by CfBT. With the inclusion of the AIDS policy in the pre-service teaching curriculum, this activity will
strengthen the in-service training of teachers at the worksite through all seven APHIA II regional projects.
This activity also links with OP (xxxx) and OHPS activities (#xxxx) with all regional APHIA projects.
4. POPULATIONS BEING TARGETED
The populations which will be directly affected include teacher trainees and indirectly their future students.
5. KEY LEGISLATIVE ISSUES
Messages will address gender norms and behaviors as well as stigma and discrimination. This is a wrap
around in the education sector.
6. EMPHASIS AREAS
The major emphasis is on human resource development with minor emphases on information, education
and communication as well as policy and guidelines.
+ Academy for Educational Development has been competitively selected to implement the activity
all diploma and certificate teacher training colleges as well as the production of the same. In 2007 we
trained 6,000 teacher trainees who will take a second-year course in 2008 while the other 6,000 will be
starting their first-year course. (In 2009 the first 6,000 teacher trainees will have graduated and begun to
This activity carries forward previously approved activities in the 2007 COP programmed for OP. It will build
on the 2007 activity with KIE to update and reproduce the Life Skills curriculum. The program directly
responds to the AIDS policy for the education sector which was developed with the Mobile Task Team using
2004 PEPFAR funding, and the development of the District Education Management and Monitoring
Information System. The program will complement the in-service teacher training being carried out by CfBT.
With the inclusion of the AIDS policy in the pre-service teaching curriculum, this activity will strengthen the
in-service training of teachers at the worksite through all seven APHIA II regional projects. This activity also
links with AB (xxxx) and OHPS activities (#xxxx) with all regional APHIA projects.
