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
ASCP worked with the University of Jos to revise their medical lab science program curriculum. This curriculum is finalized and has been implemented at the University; however, the lab science department requires final supplies to deliver the curriculum content, namely LCD projectors and corresponding laptop computers to drive them. ASCP proposes to acquire five of each to outfit the departments lecture halls to support the conclusion of the Pre-Service program with the University of Jos. Continue to provide TA and evaluate the Implementation of pre-service curriculum. With the finalized medical lab science curriculum implemented at the University of Jos (the pilot institution), there will be a roll-out to 5 other universities. ASCP proposes to conduct an initial stakeholders meeting to garner curriculum roll-out buy-in, conduct sensitization, and do preliminary assessments of capacity gaps and needs. This meeting would bring program directors and faculty staff from the universities together with representatives from the NUC, Ministry of Health, and CDC. ASCP will support curriculum improvement for schools of health technologies. Develop the education unit of the MLSCN to sustain the program. Build capacity for grant, research writing and publications for faculty staff and USG core lab staff. ASCP will contribute to Nigerias laboratory accreditation initiative by building capacity in SLMTA facilitators through two SLMTA Mentorship Training workshops to increase the pool of SLMTANs from 7 to 50. The 50 mentors will be trained to roll out to increase the capacity of Nigerians in laboratory accreditation preparedness program. ASCP will continue to support basic trainings in chemistry, hematology, CD4 and phlebotomy for laboratory scientists and technicians.
Through COP09 and COP10, ASCP worked with the University of Jos to revise their medical lab science program curriculum. This curriculum is finalized and has been implemented at the University; however, the lab science department requires final supplies to deliver the curriculum content, namely LCD projectors and corresponding laptop computers to drive them. The ASCP proposes to acquire five of each to outfit the departments lecture halls to support the conclusion of the Pre-Service program with the University of Jos.Continue to provide TA to University of Jos to evaluate the Implementation of Pre-service curriculum. With the finalized medical lab science curriculum implemented at the University of Jos (the pilot institution), CDC-Nigeria has identified 5 other universities for a roll-out. ASCP proposes to conduct an initial stakeholders meeting to garner curriculum roll-out buy-in, conduct sensitization, and do preliminary assessments of capacity gaps and needs. This meeting would bring program directors and faculty from the universities together with representatives from the NUC, Ministry of Health, and CDC. Develop the education unit of the MLSCN for the improvement of curriculum for training Medical Laboratory scientists. Build capacity of 28 for grant, research writing and publications for faculty staff and USG core lab staff. ASCP will work with schools of health technologies to improve the curriculum for training other categories of medical laboratory workers. ASCP will also contribute to Nigerias laboratory accreditation initiative by building capacity in SLMTA facilitators through two SLMTA mentorship training workshops. Nigeria currently has 23 labs going through the SLMTA program and there are plans to eventually roll out SLMTA to 300 labs across the country. To support these labs, ASCP will train 50 mentors to build capacity and develop more trained personnel to roll out the program. ASCP proposes to support the training of 50 SLMTA mentors through two non-consecutive two-week workshops that will train 25 participants each. ASCP will continue to support basic trainings in chemistry, hematology, CD4 and phlebotomy for laboratory scientists and technicians.
