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
For COP 2012, American Society of Clinical Pathology (ASCP) will maintain its laboratory strengthening initiatives in Tanzania by continuing to build in-country capacity. ASCP is revising the pre-service curricula for medical laboratory schools and mentoring the faculty through its implementation; this will continue during COP 2012 with further lesson plan creation and mentorship of faculty. ASCP will also support medical laboratory schools through the procurement of equipment in order to fully equip the teaching laboratories at one or two schools. Laboratory accreditation is aligned with Goal 1 of the Partnership Framework and with the GHI strategy of improving health status by promoting laboratory standards and accreditation.
ASCP is mentoring Tanzania's Medical Laboratory Scientists Association (MeLSAT). Through MeLSAT, NHLQATC, and the zonal training centers, ASCP will work to build Tanzania's ability to provide continuing medical education for medical laboratory science professionals. These efforts will be monitored by tracking the number of training programs offered to Tanzanian laboratory professionals, the pre- and post test scores at the training programs, and the number of new graduates from the medical technology schools
ASCP's activities in Tanzania will affect laboratory professionals throughout the country. Our activities will become more cost efficient over time as transition of primary responsibility for continuing medical education is made to indigenous organizations, such as MeLSAT, NHLQATC, and the zonal training centers.
Strengthening Laboratory Management towards Accreditation (SLMTA) is focused on laboratory management and encouraging quality assurance of laboratory testing. The training program teaches, among other things, laboratory managers to better control for quality and accuracy in lab tests, to better organize stock rooms to prevent stock outs and unnecessary expenditures on reagents and other lab supplies, and to manage procurement processes for lab supplies in line with needs and budgetary constraints. In addition, laboratory managers will be trained to more accurately forecast, plan, and budget for laboratory operations. SLMTA affects laboratory testing throughout Tanzania as regional and district lab managers are currently being trained. In FY 2011 and FY 2012, SLMTA will be implemented at other labs throughout the country.
Through the revision and implementation of new curricula at medical technology schools, ASCP is helping to train future Tanzanian laboratorians. By improving the pre-service training of future Tanzanian lab workers, ASCP is assisting with the transition of lab services to in-country partners. A well-trained cadre of new graduates will ensure that Tanzanian labs can move forward along the path to sustainable accredited laboratory programs. This strategy is in alignment with PEPFAR goal of training 140,000 new health workers and PF goal of increasing trained health workers goal. ASCP will also contribute to the education of future Tanzanian laboratorians by procuring equipment for the teaching laboratories at Namanyere Lab School. The type of equipment will be determined at a later date based upon a needs assessment. This equipment procurement builds sustainability by providing the school with the necessary means to educate its students.
ASCP is assisting with the development and strengthening of continuing medical education opportunities in Tanzania through Medical Laboratory Scientists Association (MeLSAT), NHLQATC, and the zonal training centers. This builds in-country capacity and strengthens local in-country partners. Laboratory services throughout the country will be strengthened with a better educated work force. Creating education opportunities that laboratorians can attend at the beginning and middle of their careers in the laboratory makes it possible for lab workers to stay up-to-date on laboratory testing, thus giving them the knowledge to provide better laboratory services. In addition, a better educated work force will increase the ability for a lab to achieve accreditation.
