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
The Ministry of Education (MoEVT) developed policy guidelines in 2004 as a part of a multi-sectoral response from the education sector to HIV/AIDS prevention. In the guidelines, the MoEVT articulated four thematic areas: (1) prevention; (2) care and support; (3) impact mitigation; and (4) enabling environment. In this context, peer education and the establishment of psycho-social support though counseling services in schools have been identified as appropriate interventions. Through peer education, students learn comprehensive knowledge on sexual and reproductive health and rights, HIV/AIDS and STI prevention, and life skills in order to avoid risky behavior. They are also informed of relevant services that are available in the community.
The MoEVT has been pleased with the feedback it has received from implementing schools and has requested for project continuation. As such, funds will be used to support peer education, school counseling services, HIV/AIDS and other youth health-related IEC materials, and capacity building for education managers.
Funds will support the following activities:
(1) Peer education: Facilitate skills-based sexual reproductive health/HIV and AIDS/sexually-transmitted infections education to learners and education service providers in Mtwara and Iringa (five units per region for a total of ten units involving 600 peer educators at 100 schools)
(2) School counseling services: Strengthen and scale-up school counseling services in Mtwara and Iringa (five units per region for a total of ten units involving 200 school counselors at 100 schools)
(3) Education materials: Improve the utilization of multimedia educational materials for behavior change for learners and education service providers. Shangazi Stella materials, life skills booklets, Kinga booklets, and guideline booklets will be printed and provided to peer educators and school counselors at 100 schools in Mtwara and Iringa.
(4) Capacity building for education managers: Conduct stakeholder meetings to orient education managers about the importance of peer education and school counseling activities in Mtwara and Iringa; strengthen steering committee structures at all levels; strengthen monitoring and evaluation capacity at all levels; and disseminate guidelines, policies and circulars on SRH/HIV/AIDS/STIs to relevant stakeholders.
