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.
Education Development Center's Quality Education Services Through Technology (QUESTT) Project uses an education wraparound approach that develops the capacity of communities to provide comprehensive life skills support for orphans and vulnerable children (OVC). QUESTT creates a network of caregivers consisting of teachers, parents, guardians, and other community members associated with the community schools. More than one-third of the children in the community schools are HIV/AIDS-affected or orphaned and come from disadvantaged communities that are deprived of education through the conventional school system. These children are often exploited and suffer other forms of abuse. Many girls are forced into marriage before they have completed their education and orphans suffer harassment and stigmatization from their peers.
QUESTT is an educational program designed to reach children who do not have access to formal schools. It assists the Ministry of Education (MOE) to produce interactive radio instruction (IRI) broadcasts for children who are unable to access government schools. The IRI is an educational strategy that delivers education by radio to learners too remote or disenfranchised to attend government schools. Communities adopt the IRI program by appointing an adult to organize children around the interactive broadcasts and mentor their learning. It is a high quality, versatile learning system that is easily adapted to low resource learning conditions and which penetrates into even the most disadvantaged communities. In FY 2006 with support from PEPFAR, QUESTT initiated HIV/AIDS broadcasts for OVC on HIV/AIDS life skills through the community radio stations in addition to the regular basic education interactive radio programs that it implements.
The comprehensive HIV/AIDS life skills curriculum empowers OVC with knowledge, attitudes, and skills to set goals for themselves and make better choices in challenging situations. The radio programs build on the existing MOE life skills materials for basic education, using drama in the local languages, and interactive radio methodology to provide basic HIV/AIDS life skills to OVC and their caregivers. Curriculum and training will be in areas such as self-awareness, decision making, coping with stress and emotions, interpersonal skills, reproductive health, and other health issues. HIV/AIDS related life skills curriculum and training will help create a positive social environment by promoting abstinence, as well as mitigating stigma, child abuse and gender violence, and by promoting VCT for adults. OVC caregivers will learn how to acquire and practice good nutrition, seek healthcare, and provide psycho-social counseling support through linkages to other USG-supported OVC programs and appropriate social and health services in their area.
As a wraparound approach, PEPFAR funds complement education development assistance to support life skills and radio programs targeting the caregivers in the communities. Using community radio stations as a delivery mechanism, the program dedicates more time and detail to life skills by engaging learners, teachers, and the community and using community listening groups and interactive drama. The program also provides the essential link between the classroom and the home, helping to develop a safe and protective social environment for the children.
The children listen to a fifteen-minute drama with their families once a week. Each drama takes the form of a soap opera illustrating life skills topics such as assertiveness, self-awareness, decision making, coping with stress and emotions, and interpersonal skills. The drama series is followed by questions for the entire community, including adults and children, to discuss. The next day the children listen to a fifteen-minute broadcast with their community school teacher. The in school broadcast provides follow-up to the drama broadcast the previous day and deals with the issues highlighted in the drama and the questions for discussion. The community school teacher guides the children through the broadcast and the follow-up activities with the help of a printed guide, including homework to complete with their caregivers. This makes the children active agents in family-based behavior change. Follow-up is provided through the teacher checking the homework the following day. The community listening groups provide feedback to the community radio station by completing and sending in printed feedback forms each week. This feedback provides the basis for a third broadcast, in which a local expert answers questions and gives advice to the communities. The community-based discussion groups enhance the support given to OVC, providing a forum to reinforce and reflect upon both the OVC issues and the network of support services available to them. Workshops will be held in the communities to establish these groups, and they will receive follow-up visits
and monitoring from the producers in the community radio stations to ensure that they are working satisfactorily.
There are over 500,000 children in Zambian community schools who could be reached by this program if it became a national program. QUESTT started its PEPFAR program in FY 2006 in the Eastern and Southern Provinces in two community radio stations because of the extensive radio coverage of these provinces and the large number of community schools. In FY 2007, it is intended to continue the program in these two provinces and extend coverage to two additional community radio stations, one more in Eastern Province and the other in the Northern Province. In FY 2006, the program will reach 2,000 teachers, 3,000 community members, and 50,000 children. In FY 2007, the program will provide essential OVC care skills to 1,000 additional teachers in community schools and 2,000 additional community members and will reach 50,000 OVC.
In order to monitor the impact of the radio programs, data will be collected as part of the initial needs assessment to provide baseline data on OVC to be used to measure the impact of the radio programs. In addition, records will be kept of the number of caregivers and OVC in each community and the number of listeners each week. Each month the community listening groups will submit reports to the community radio stations, which will be analyzed to provide ongoing feedback for the producers.
