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: 2012 2013
In COP12/13, HRAA will focus on human and capacity development to address the workforce shortagesin social welfare informed by the pre-service strategy that will be developed in FY 12. Further, looking athow the in-service should be structured for on-going training is important in building the capacity of staff atthe Department of Social Welfare (DSW) who do not have a social work background. Immediate TAsupport is needed by UNISWA to develop a degree program in Social Work responding to the DSWrequest for this program to be offered. Currently, UNISWA offers social work elective courses andstudents do not major in social work but in other disciplines i.e. Bachelors in Social Science, PublicAdministration, Sociology because there is no major in Social Work. These graduates are employed asprofessional social workers but in reality do not have the requisite educational background to qualify associal workers. The streamlining of the Para-professional (auxiliary) cadres is another area that will besupported in addressing workforce needs in this sector. Programs like the ODL program offered byUNISWA in Psychosocial Support offered through Distance Learning Program, and the Institute ofDevelopment Management (IDM) certificate and diploma programs are important to inform what isavailable on the ground. In the broader OHSS support, the Swaziland Clilnical Nursing Hub is beingcreated to compliment the ICAP program's pre-service training. This Clinical Hub will be the modelpractice lab for faculty to teach practical skills that have been identified as a major gap in clinical practicefor graduates that are being produced in the three nursing institutions.
Currently, UNISWA does not offer a degree in social work but elective courses that students studying inthe following disciplines i.e. Bachelors in Social Science, Public Administration, Sociology can select totake and get a double major. There is a growing need to train professinal social workers has beenensodrsed by the DSW under the Deputy Prime Minsiters Office and the Technical Comiitee that thatrepresentition from a multiple stakeholer group (DSW, key line ministries, UNICEF, PEPFAR, andUNISWA). UNISWA has developed a draft curriculum and has requested PEPFAR to providetechncial support to finalise this workign with the stakeholders. PEPFAR has also commtted instreamlining the para-professional cadres that work at community level so that the training is uniform andaddresses the needs of the country. All of this traingin needs to be guided by teh pre-service strategythat Jhiego is developing to inform: the numbers to be trained with projections in the short term, mediumterm, and long term; teh key competencies for trainign at each level; defining the different entry and exitpoints depending on the academic and experience of the learners; and the acreditation and licensing ofprofessional including a code of conduct that will be monitored by a statutory body, a Social WorkCouncil that will be established.
Strategic Area Budget Code Planned Amount
The Swaziland Clinical Nursing Hub is envisioned to be the model clinical practice hub being created tocomplement the ICAP/INCI program in pre-service education, PEPFAR infrastructure investment in the
three nursing schools (refer to Governance and Systems TAN). The foucs is to improve the quality ofclinical education, facilitate link between academic and clinical agencies, ensure that clinical educatorsmaintain clinical competencies and teaching competency. Jhiego will develop a vision for the ClinicalHub. This will include: how this hub can be used a Simulation center for formative skills practice, andprovide Clinical assessment of students as part of registration, using the hub to be for Competencymaintenance - a component of CPD, and creating the links between the preceptor ship and mentorshiproles. The implementation of the Clinical Hub will be a multi stakeholder activity including i.e. MOH,Nursing Council, traingin schools, donors inlcuding PEPFAR and World Bank. The implementation willtake into consideration:
• Develop a monitoring and evaluation plan - indicators of success, plan for sustainability• Develop a quality improvement strategy to be implemented in each facility providing clinical education• Establish set of core competencies - What are nurses expected to do effectively immediately upongraduation• Map each competency to associated knowledge, skills and attitudes• Map clinical skills to most appropriate facilities and health workers• Prepare facilities for clinical education - ensure that infrastructure, equipment and supplies canaccommodate education. Determine appropriate student volume for different sites• Prepare health workers for their role as clinical educators (preceptors)• Provide supportive supervision of clinical educatorsNote: This activity is funded from ECSA pipeline.
