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.
The Improved School Effectiveness Program (ISEP) includes a PEPFAR supported component that will promote AB interventions for learners with a focus on linking positive social and health behaviors to participation in school. The focus will be on implementing school wide prevention interventions that counteract negative social pressures on learners. Though there is generally a high awareness of HIV/AIDS in Zambia, growing numbers of student pregnancies show that more girls in school are exposed to the risk of contracting HIV and sexually transmitted infections (STI).
Through strengthened guidance and counseling practices, the ISEP will implement a coordinated approach to mitigate the impact of HIV/AIDS in schools. The program will enhance guidance and counseling skills including gender-based violence (GBV) counseling in the school system and in collaboration with local communities. The school, community and learners will participate in HIV/AIDS prevention activities. The PEPFAR component will wrap around education activities that promote school effectiveness through enhanced system processes, instructional methods and school management practices funded by Africa Education Initiative (AEI) funds and other resources.
The ISEP will target learners, teachers and school managers mainly in rural areas to influence attitudes and practices around health management in schools. PEPFAR funding will be used to enhance the national life skills curriculum and its application. At present, there is a need for the Ministry of Education to improve the life skills curriculum for grades 1-7. There is not a comprehensive curriculum on AIDS for grades 8-12 and the program will support the development of an expanded curriculum, including modules on gender based violence. PEPFAR funding will be used to train teachers and school managers in HIVAIDS education delivery, developing AB messages and tackling HIV/AIDS in the broader context of a comprehensive school based health management approach, incorporating workplace interventions, and student driven AB initiatives.
PEPFAR funding will also be used to promote both community participation in school health management and also school partnerships with local referral services. By awarding small grants to communities, the school health management support structure will be extended to surrounding communities with a focus on prevention, GBV and psychosocial support for orphans. These grants will be used by communities to assist learners and prevent HIV/AIDS. School-based activities must be mirrored in the homes and surrounding the community in order to change social norms and behavior that put school children at risk in the communities where young people live and spend most of their time. Furthermore, HIV/AIDS interventions such as life skills training will be most effective if measures designed to protect school children are reinforced in the community.
As part of an effort to strengthen community participation in school-based HIV/AIDS activities, teachers and community members will continue to be trained in mobilizing the community. Schools, in partnership with communities, will develop locally relevant health management action plans and will be eligible to apply for small grants to implement the plans. It is expected that basic schools in the five targeted provinces (Northern, Northwestern, Eastern, Luapula and Western), including community schools, and their surrounding communities will establish school based health management structures including HIV/AIDS and GBV prevention methods. The resulting structures will deliver and provide access to AB information and related support to about 100,000 learners.
Through close collaboration between the Directorates of Standards and Curriculum and Teacher Education and Specialized Services, school, District Education Board Secretaries (DEBS) and local communities and referral services, the new program will promote sustainability through a wider network of support for school health management structures. The PEPFAR component will continue to build on past efforts to build the capacity of local NGOs. This approach is necessary to ensure the sustainability of school -based HIV/AIDS interventions.
This PEPFAR component of the ISEP will be monitored on a quarterly basis through reports and on site visits to the schools. Key areas that will be monitored include student knowledge of AIDS, GBV and related prevention measures, student dropout rates and number of pregnancies. With a budget of Redacted, a program evaluation of school-based HIV/AIDS interventions will be conducted to establish a baseline and better inform the development of IEC materials. At present, little is known about behavioral issues among basic school students. This evaluation will build on past efforts to understand the impact of school based HIV/AIDS activities. All FY 2010 targets will be reached by September 30, 2011.
HIV/AIDS has negatively impacted education in various ways. The integration of HIV/AIDS content into the curriculum has emerged as a strategic response through teacher education and the delivery of life-skills education. In general, life-skills education for educators and learner populations has been limited mainly to curriculum integration. HIV/AIDS training programs are rarely comprehensive or systematic enough to respond to the challenges of supporting the education of orphaned and vulnerable children (OVC).
Narrative (2250 characters)
The Improved School Effectiveness Program (ISEP) includes a PEPFAR supported component that will promote AB interventions for learners with a focus on linking positive social and health behaviors to participation in school. The focus of the PEPFAR component will be on implementing school wide prevention interventions that counteract negative social pressures on learners who are a neglected high risk group. Though there is generally a high awareness of HIV/AIDS in Zambia, growing numbers in student pregnancies show that more girls in school are exposed to the risk of contracting HIV and sexually transmitted infections (STI). Reported pregnancies for both rural and urban areas in basic schools increased annually from 6,528 in 2004 to 12,370 in 2008. Cumulatively, 51,799 pregnancies were reported between 2004 and 2008. Over 82% of all reported pregnancies affect girls enrolled in basic schools in rural areas (Ministry of Education Statistical Bulletins 2004 to 2008). The girls are predominantly at risk of HIV infection due to poverty, early marriage, intergenerational sex and gender bias.
School reporting of self-induced abortions among learners has also been increasing. Through strengthened guidance and counseling practices, the PEPFAR component will support a coordinated school health approach to mitigate the impact of HIV/AIDS in schools. The program will enhance guidance and counseling skills, including GBV counseling and screening in the school system and in collaboration with local communities. PEPFAR funds will be used to strengthen the life skills curriculum and its implementation. Guidance and counseling will include measures, such as guided study and mentoring, to better support the participation of learners in school. The school, community and learners will participate in HIV/AIDS prevention activities to mitigate dropping out of school, child sexual abuse, teenage pregnancies, and increase student participation in schooling.
