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
The Vanderbilt University-Center for Infectious Disease Research in Zambia AIDS International Training and Research Program (VU-CIDRZ AITRP; 5-D43-TW001035-11, led by Dr. Sten Vermund, has played an important role in the development and sustainability of research capacity in Zambia. 30 Zambians have received Masters of Public Health (MPH) from the UAB or Masters in Science (MSc) from the London School of Hygiene and Tropical Medicine; all have returned to work in Zambia. Over 500 Zambians have been trained in-country and over 45 Zambians have been trained in public health short courses at UAB. The VU-CIDRZ AITRP in-country trainees will continue to sustain the current service, research, and training efforts even once the AITRP training funds are exhausted because considerable attention has been given to sustainability. Happily, the CDC-Zambia office concurs with this need and has indicated continued support for this AITRP supplement to support the ongoing in-country mentorship and training work outlined below.
Specific Aims:
1. Train a new generation of HIV/AIDS research leaders in our partner nations, allied closely with institutions that are superbly placed to provide national and regional leadership in HIV/AIDS prevention and care research. Training will include semi-annual week-long workshops in Zambia that will focus on scientific writing for publication and proposal development.
2. Promote the initiation of new HIV-related research that complements and facilitates existing international research endeavors between U.S. and foreign investigators and builds long-term collaborative relationships among international scientists themselves. We seek to help our partner sites develop into national and regional research and training centers of excellence.
3. Track and document the long-term impact of training on (1) Trainee careers; (2) Research capacity of home institutions; and (3) Impact of conducted research at institutional, regional, national, and global levels.
Activities:
1. M. Med Capacity Building
The UNZA M.Med program is a degree taken in parallel with post-graduate residency training. This degree involves a research project and a full M.Med thesis. While the infrastructure is there to encourage research, it is inhibited by inadequate supervision and mentorship, a lack of funds to do the work, and a failure to bridge effectively to existing research projects. Through the activities associated with the needs assessment conducted in 2008, it was determined that the following needs were most pressing and could be ameliorated through continued support in FY 2010. These include support to the VU-CIDRZ AITRP: a) fiscal and research methodology training support for faculty and supervisors; b) dissertation supervision and financial support for student research; and c) an extensive M.Med curriculum review and enhancement.
2. Short-term In-country Training:
Since much of our Fogarty training has focused on long-term degree training at UAB and LSHTM, we have lacked for adequate resources for an equally compelling component, namely the intensive workshops led by visiting scholars and our local collaborators from CDC-Zambia. Our viewpoint was, and still is, that research excellence will not be found when technical expertise and practice-based experience are lacking. Key barriers to broadening the scope of HIV/AIDS-related research in the field are limited knowledge, technical expertise, and practice-based experience. We intend to conduct two short courses in grant writing and manuscript writing in 2010 to support HIV/AIDS-related research efforts in-country. We will utilize local expertise and other fiscal support as we have done in the past. The basic conceptual design of these training programs will be both didactic and practical. Basic didactic coursework will be conducted in the morning. The afternoons will be directed to hands-on applications of the materials learned. We recommend a maximum of 25 trainees per workshop to enhance the contacts between trainers and trainees. The impact of the training program on the trainees will be assessed with the help of a pre- and post-test evaluation and follow-up assessment, one year post-training.
3. Program Evaluation
Now that we are entering our third year of CDC supplemental funding to our AITRP, we feel it is critical to evaluate our progress during the upcoming cycle. The web-based evaluation will be administered to all M.Med students. Indicators such as time spent with mentor, availability of their mentor, quality of mentorship, quality of dissertation mentorship, quality of courses, and general qualitative comments will be collected and measured. A survey will be administered to M.Med faculty and leadership assessing our assistance, quality of workshops and trainings, and visiting faculty lectures as well as qualitative comments. Indicators such as number of publications drafted, submitted, and published, M.Med course curricula and actual courses taught, attendance of M.Med students and faculty in M.Med courses, attendance of M.Med faculty to CIDRZ workshops, and UNZA research methods workshops will also be collected.
The VU-CIDRZ AITRP is providing modest salary support for eight M.Med coordinators to devote time to intensive research training, mentoring and M.Med program coordination. Six M.Med coordinators are in charge of overseeing and strengthening their respective M.Med programs (General Surgery, Pediatrics, Internal Medicine, OBGYN, Orthopedics, and Urology). One M.Med research coordinator was appointed to improve research supervision and mentorship across all programs in order to improve the quality of student research. Another M.Med Education Coordinator was appointed to oversee the development standardization and improvement of the M.Med curricula in all six programs; we aim to continue to provide support for the M.Med Coordinators. In partnership with the M.Med Research Coordinator, the M.Med students will be guided through their research design, implementation, analysis, publication of results, and grant submissions.
M.Med student dissertation support
The dissertation is an important part of the M.Med program. In an effort to infuse research into all teaching programs at UNZA, the university's directorate reenergized its research board in 2005. Once students have created a research project, the execution of the project proves problematic because of lack of continued supervision and financial support. All students are required to secure their own research funding. While students are usually able to secure some funding through their sponsors, this is often insufficient to cover the cost of the proposed project. This results in students altering their project's scope in order to accommodate these financial constraints. We aim to sponsor 3 one-time research awards up to $5,000 and one available for M.Med faculty at $10,000.
