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 2012 2013 2014 2015
The American Society for Clinical Pathology (ASCP) laboratory technical assistance project is a cooperative agreement awarded by HHS/CDC from 2007 to 2011, with a total potential value of $690, 000. ASCP supports laboratory training and quality improvement for diagnosis and laboratory monitoring of HIV/AIDS patients with emphasis on pre-service curriculum development and implementation in Lesotho.
In previous years, ASCP has worked in Lesotho by providing technical assistance and in-service trainings to support HIV/AIDS care and treatment programs The technical assistances have involved supporting the Quality Assurance Unit of the laboratory services division of MOHSW. Since 2006, in-service trainings for laboratory personnel have included basic laboratory operations, CD4, clinical chemistry, hematology and phlebotomy. The in-service trainings are important to laboratory strengthening by improving the skills of laboratorians working on the bench. These in-service trainings also partner with vendors who facilitate hands-on instrument training.
In FY08, ASCP conducted a technical assistance focusing on quality assurance for the laboratory services decision of MOHSW. The scope of work for this technical assistance included SOP writing, revision, distribution and implementation, along with the development of a national database for SOPs. The goal of the database is to ensure the usage of standardized SOPs around the country. The main subject areas for the SOPs were those for general laboratory operations and laboratory instrument operation. ASCP also conducted a BLOT (Basic Laboratory Operations Training) in conjunction with the Clinton Foundation. BLOT is participatory training focusing on laboratory best practices. The training targets Level I laboratorians and provides them with checklists, job aids and other procedural tools to help them provide supportive patient care.
During FY09 and FY10, ASCP will work on pre-service curriculum development in order to improve the quality of education for medical laboratory personnel. These activities contribute greatly to health systems strengthening by providing a well educated workforce, and upon graduation increasing the available workforce for the laboratories. Laboratories benefit by having educated staff with the skills to improve testing and diagnostic services while maintaining high quality laboratory standards and quality assurance in all laboratories around the country. The curriculum development work will begin in COP09 and continue into COP10. COP09 includes curriculum review, development and finalization. COP10 will consist of curriculum finalization which includes presentation of a final curriculum to obtain approval from key stakeholders at the National Health Training Center (NHTC) and MOHSW. By end of FY10, the
revised and approved curriculum will be used to train the new batches of Medical laboratory Science (MLS) students. Upon curriculum implementation, COP10 will also include monitoring and evaluation and mentorship for faculty at NHTC. The monitoring and evaluation will determine the efficacy of the new curriculum and assess resource and other needs going forward. The mentorship will focus on strategies for curriculum implementation as well as teaching methodologies. In the long run, these activities will aid NHTC to improve laboratory capacity at all levels.
Pre-Service Curriculum Finalization and implementation ASCP consultants will present the finalized curriculum to faculty and key stakeholders at NHTC. This will include presentations of the materials, small and large groups to ensure that the curriculum covers all necessary subject areas and approval by all key stakeholders. This process can also include some guidance on teaching methodologies. In FY10, the revised and approved curriculum will be used to train the new batch of Medical Laboratory Science (MLS) students. Pre-Service Monitoring and Evaluation ASCP consultants will conduct a monitoring and evaluation activity that involves traveling to the NHTC to observe the new curriculum being taught. ASCP consultants will meet with faculty to assess implementation challenges and determine resource needs at NHTC. This activity is crucial as it allows
ASCP to determine the effectiveness of the curriculum and provide the necessary support to improve its use and further implementation.
Curriculum Implementation Mentorship In COP10, ASCP will continue the pre-service development process in Lesotho by providing mentorship to NHTC. After receiving the finalized curriculum, the goal is to implement this curriculum as soon as possible upon completion. Upon curriculum implementation, ASCP consultants will spend two weeks to two months in-country providing guidance on the processes involved in implementing and using the new curriculum. This guidance may include test preparation, lesson planning, teaching methodologies and teaching observation and feedback. ASCP consultants will work closely with faculty at NHTC to provide the teaching mentorship needed to use the curriculum and improve teaching instruction.
Book/Equipment Procurement Based upon the assessment to be completed during COP09, ASCP will procure books and equipment necessary to implement the NHTC curriculum designed during the Pre-Service process.
