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: 2008
The Academy for Educational Development (AED) began PEPFAR-funded prevention activities in the
Ministry of Education (MOE) in 2006. The goals are to reduce the number of new HIV infections among
teachers, learners and their families, and mitigate the impact of HIV/AIDS on these persons. This activity
links with OVC activity 3781.08 (strengthen education systems) and Strategic Information (SI) activity
16830.08 (information for implementation, monitoring, evaluation). The activity directly supports four of the
five key components of the Government's third Medium Term Plan for HIV and AIDS: prevention; creating
an enabling environment; treatment, care, and support; impact mitigation.
The MOE was the first Ministry with an HIV/AIDS policy, finalized in January 2003, to support teachers to
stay healthy or live positively with HIV/AIDS. Some workplace and life skills components have been
implemented. This activity builds on existing policy and activities. In FY 2006 - FY 2008, AED provided the
Ministry's HIV/AIDS Management Unity (HAMU) with technical assistance (TA) to review the policy for
timeliness, design and implement programs, and regularly measure success.
The Ministry is the largest public employer with 19,000 teachers and 4000 staff. In a 2002 study, jointly
funded by the USAID Education and HIV/AIDS program, HIV/AIDS mortality among the country's MOE
teachers was projected at about 8% annually. Teacher absenteeism has increased and negatively impacted
A generalized epidemic requires comprehensive prevention programs -- not only AB, PMTCT, blood safety
and the like, but a focus within these programs and others on strengthening appropriate behavior change
communication and linkages for support and treatment. Specific messages must also be directed to specific
groups, such as the education sector. To address MOE management, all 1,606 principals will receive
training on the MOE policy to be sure that they implement it as designed, with a focus on positive dialogue,
ongoing teacher training and involvement, and support for employees. For all MOE employees, policy and
activities will encourage employees and families to sign up for health insurance with access to both private
and public facilities, improving not only HIV/AIDS treatment but that for sexually transmitted infections
(STIs). Men's issues will be a focus of materials developed and used by other partners, the Ministry, and
UNICEF and will focus on: promoting respect for women and children; reducing sexual violence, coercion,
and alcohol abuse; and reducing the number of partners and cross-generational sex. To strengthen the
impact of the workplace activities, the National Union of Namibian Teachers (NANTU) will be a new partner
to help promote union support and delivery of some components via its 13 regional offices, all of which have
an HIV/AIDS desk officer. For example, to reduce alcohol abuse, which promotes risky sexual behaviors,
AED and NANTU will collaborate to give talks to teachers, covering topics like the dangers of alcohol abuse,
and inappropriateness of cross-generational sex, an especially relevant issue because teachers in a
number of communities are seen as authority figures with income thus increasing the opportunity and risk
for cross-generational sex. AEDcollaboratively with NANTU will promote social opportunities for teachers,
such as social clubs, writing clubs, and sports to promote healthy, positive living.
A package of prevention messages -- which includes promoting VCT, treatment for STIs, reducing risk by
abstinence and faithfulness, delaying sexual debut among youth, and support-seeking behavior -- will be
provided to reach 25% of teachers, principals and parents. Using social capital gained over the past 7 years
of working with MOE, and the Ministry professional development structure to which the USG has
contributed through the USAID Education program, training will be provided during semi-annual
teacher/principal/parents conferences held in 20 of the 54 country circuit offices. For parents, the training
will include equipping them with approaches and methods to talk with their children about abstinence, delay
of sexula debut and being faithful to reinforce messages from school. Circuit support teams (CST) will
deliver the training. AED's Center for AIDS and Community Health will train its cadre of six professional
development advisors who will then train all 200 CST members who already have considerable expertise.
Similarly, we will host semi-annual conferences to reach 140 teacher educators from the four education
colleges with prevention messages. To achieve the important aim of reducing infections by knowing one's
status, AED will work with NANTU to conduct national and regional teacher health days where the complete
package of prevention together with malaria, blood pressure, diabetes and dental facilities will be available
for teachers and their families. Linked to the teacher health days, AED, NANTU, and Lironga Eparu will
encourage the formation of 13 regional support groups of HIV-positive teachers so that they can participate
in Prevention with Positives.
In Namibian schools, HIV/AIDS prevention messages are provided in-and-outside the formal curriculum as
part of life skills, either one hour a week or in an after school program. The two forms of these programs are
called "Windows of Hope" for younger learners and "My Future My Choice" for older learners. Their
effectiveness of in-school programs is questionable because they are not accorded the same importance as
other subjects. AED will advocate with the National Institute for Educational Development (NIED) to expand
and include as appropriate HIV/AIDS prevention messages in the formal curriculum in classes to be taught
as subjects like science and social studies. Meantime CST will provide focused workshops for life skills
teachers to improve prevention communication, and work with UNICEF and HAMU to conduct a rapid
assessment of the effectiveness and reach of the two current life skills programs. We anticipate scaling up
the programs to reach at least 20% (111,000) of students. Communication to students will be further
strengthened via media, including the Lifeline-Childline radio talk show and the HIV/AIDS safe-sex
campaign insert that appears in the daily newspaper, The Namibian.
Targeting older learners makes sense: in Sub Saharan Africa, the 15-24 age group accounts for more than
half of all new HIV infections (UNICEF). In FY2007-2008, a public private partnership with Johnson and
Johnson provided funding to run a sports program that targeted 5,000 older youth in 50 schools in
Ohangwena and Kavango regions. The program will be scaled up to reach 10,000 youth using role models,
including peers and sportsmen and women. For girls, studies (Vemoortele 2000, DeWalque 2004) attest to
the effectiveness of education as a way to reduce the spread of HIV/AIDS; thus we will target vulnerable
girls to ensure that they have the support they need to stay in school. One thousand vulnerable girls will be
identified through the Forum for African Women Educationists in Namibia (FAWENA) OVC activity 3781.08
and provided with scholarships to remain in school and resist coercion and other situations in which they
are vulnerable. These girls will also be targeted with interventions at youth camps that will develop their self-
esteem as well as skills to avoid risky sexual behaviors.
In ensuring program quality, AED will build upon the system of monitoring that it helped the Ministry set up
and scale up. For teachers, AED will continue to use the pre-post test approach in all its professional
Activity Narrative: development workshops to measure change not only in knowledge and attitudes but also in behaviors.
Among older youth, the number of pregnancies will be monitored. To assess the delivery of prevention
messages to all students, AED will provide TA to NIED to revise the current classroom observation form to
include a component that monitors the delivery of HIV/AIDS age-appropriate messages.
The goal of this continuing program by the Academy for Educational Development (AED) is to increase the
resilience of the basic education system to positively impact the quality of life of OVC in school so that they
succeed and complete primary education. This activity links with prevention activities in the education sector
including workplace programs (8500.08). The activity will assist with the development and implementation of
the Ministry of Education's (MOE) OVC Policy and the HIV & AIDS OVC component of the Education and
Training Sector Improvement Program (ETSIP). The activity directly supports the implementation of three of
the five key program components of the Government of Namibia's (GRN) Medium Term Plan (MTP III) for
HIV/AIDS. These include (1) creating an enabling environment, (2) treatment, care & support, and (3)
In 2005, AED used PEPFAR funding to support 6,370 OVC to remain in and progress through primary
school. Under COP 2006, AED supported an additional 4,752 OVC, for a total of 11,122. Under COP 2007,
the number of OVC receiving support to remain in school jumped to nearly 22,000 (approximately 10% of
national OVC population). AED provided support grants to 118 schools for OVC uniform sewing projects,
nutritional support in the form of meals, and payment of school development fund to enable OVC to attend
class full time. This funding was complimented by USAID education funding under the mission's BES-3
program which will end in FY 2007.
In its third year of support, AED will endeavor to transition from providing direct grants to schools, to
supporting the education system, to better deliver services that will benefit all learners, but OVC specifically.
AED is now concentrating on a sustainability project to ensure that lessons learned in managing grants to
schools can assist the MOE as it programs for OVC. AED's ongoing grants needs assessments are an
essential component to transition the activity from direct grants to support through MOE structures. Using
COP 2007 funds, AED continues to provide support to 20,000 OVC through school grants and empowering
communities to sustain projects through a number of strategies: AED and Project HOPE collaborate and
deliver economic strengthening for school boards to use micro-credit and continue the AED-initiated school
and community projects (3779.08).
AED will address system strengthening with MOE in COP 2008 in three areas: policy, monitoring and
evaluation, and targeted school feeding systems:
--AED collaborated with UNICEF to finalize the MOE's OVC in Education Policy and Implementation Plan
with COP 2007 funds. With COP 2008 funds AED will pilot key implementation plan activities. AED will
conduct an assessment of MOE OVC school and hostel fee exemption, fee usage and implementation
challenges, and review alternatives through the Education Development Fund (EDF), as well as the extent
of school manager policy awareness. AED, in collaboration with UNICEF, will use COP 2008 funds to
support the National Institute for Educational Development (NIED) and the Directorate of Program Quality
assurance (PQA) to conduct regional level trainings for 1,250 school principals on the understanding and
implementation of this policy.
--AED will also support the NIED research unit to assess the coping mechanisms employed by OVC.
Annual MOE OVC data (attendance, retention and performance) will be analyzed to measure the impact of
the two rounds of small grants and together with UNICEF's School Development Fund exemption pilot, it
will inform the MOE strategy for EDF scale up.
--AED is conducting nutritional assessments in collaboration with the Ministry of Health and Social Service
(MOHSS) nutrition unit and regional MOE structures using the expertise of retired nurses to transition
schools from USAID BES 3-support to the MOE-funded school feeding program, currently serving over
100,000 OVC, and to ensure sustainability. An AED short-term technical advisor (TA) will strengthen the
MOE's ability to plan, implement, and monitor the feeding program and make appropriate referrals using
empirical data on OVC to scale up support to over 50,000 additional OVC. During the transition AED will
assist the MOE with transport of food to schools. AED with assistance from the MOHSS nutritional unit and
NGOs will help the MOE to design and deploy skills upgrading in basic hygiene and school meal planning
and preparation for caregivers and other volunteers who prepare meals at schools.
AED will address OVC psychosocial support (PSS) gaps with FY 2008 funds to reach parents and
caregivers directly and train education personnel. With COP 2007 funds, using African Network Children
Orphaned Or at Risk (ANCHOR) and HOPE's PSS training manual, AED will train 5,000 participating OVC
caregivers in PSS. Working with the MOE, the PSS program will be taken to a national level in 400 schools.
OVC PSS training will link with the AED prevention activity in-school curriculum and training of school
counselors will take place in both OVC and Prevention areas (8500.08).
In COP 2008, AED will continue to work with the Directorate of Program Quality Assurance (PQA) and the
diagnostic, advisory, training and support (DATS) unit in the MOE to help revitalize the Policy
Implementation Unit (PIU) to conduct an assessment to understand the ability of regional school counselors
to provide support and the challenges that hinder it. AED will support DATS to design and/or improve a PSS
training program for 700 teachers from 350 schools via a cascade model, which will ensure referral links to
services offered through the Ministry of Gender Equality and Child Welfare and MOHSS. Regional school
counselors will identify most at-risk learners and make appropriate referrals to health, social assistance
grants, legal and other services.
In COP 2007, AED implemented the Sports for Life program with NAWA Life Trust, funded by Johnson &
Johnson International through a public-private partnership agreement. It involved 50 schools and trained out
-of-school youth in basic sport types such as soccer and how to help younger learners with homework.
These trained volunteers then worked with sports teachers and conducted after-school homework support
activities for learners twice a week. Using COP 2008 funds, AED will target older, out-of-school OVC to
become volunteers while simultaneously providing them with support to complete their secondary
AED's OVC TA will continue to support PQA and the Planning and Development (PAD) Education
Management Information Systems (EMIS) unit to deliver the infrastructure (computer software, hardware,
and deployment) while providing training at regional levels to enable school inspectors to collect, analyze,
and report OVC data. AED will provide TA to ensure that the existing annual school census form is revised
to contain data fields that can feed into the MGECW OVC national database. This will include information
on the MOE school feeding program to make data available on nutritional impacts, learner performance,
and retention. AED will continue to provide accurate and timely performance data using the annual
diagnostic assessments of samples of 4th and 6th graders that will include components to assess learners'
Activity Narrative: knowledge and attitudes about HIV/AIDS to inform the program's prevention component.
PARTNER: Academy for Educational
Noted April 23, 2008: Adjusted to 2nd CN approved level (see Namibia FY08 COP memo for details).
This is a continuing activity from FY 2007 and seeks to generate strategic information that will evaluate the
impact of information, education, and communication programs in the education sector.
One important goal of the Academy for Educational Development's (AED) overall program in Namibia is to
increase the resilience of the basic education system to cope with the HIV/AIDS epidemic by improving the
quality of life of OVC in school so that they can succeed and complete their primary education. This activity
links with prevention activities in the education sector, including both workplace programs and OVC
systems support to the Ministry of Education (MOE). AED began implementing its PEPFAR-funded program
in Namibia in 2005, mainly in the area of OVC support through direct grants to 118 schools, which provided
support to >20,000 OVC. In 2006, for the first time AED received PEPFAR funding to provide technical
assistance (TA) to the MOE's HIV/AIDS Management Unit (HAMU) in their attempts to design and pilot a
workplace program for teachers to encourage them to seek counseling and testing, engage in prevention,
and understand the principles of HIV/AIDS care.. Thus, AED's Namibian activities directly support the
implementation of four of the five key program components of the Namibia's Medium Term Plan (MTP III)
for HIV/AIDS-namely, (1) creating an enabling environment, (2) providing treatment, care & support, (3)
mitigating the impact of AIDS, and (4) preventing new infections.
With COP08 funds, AED will address Strategic Information with MOE in three areas: (1) developing,
implementing, and monitoring HIV/AIDS policies; (2) building capacity within MOE for monitoring and
evaluation of its HIV/AIDS activities; and (3) conducting targeted operational research to guide program
planning. For instance, AED will conduct an assessment of school-fee usage, review alternatives through
the Education Development Fund (EDF), as well as the extent of school manager policy awareness of MOE
fee exemptions for OVC. Information from such an assessment will help to identify training gaps that can be
filled through training of school principals. This activity will be supported by funds from the OVC program
In the case of prevention, and using FY06 and FY07 funds, AED has provided TA to HAMU to strengthen its
capacity to design and implement the workplace program in order to empower teachers to protect
themselves from HIV infection and to model responsible HIV-related behavior to their studente. In designing
this intervention AED has used an evidence-based approach that involved the use of data to direct the
design, implementation and monitoring of the activity. Also in FY07, a survey of knowledge, attitudes, and
practices (KAP) among educators was conducted and used to establish baseline indicators for targeted
outcomes and to identify training gaps in prevention through behavior change communication (BCC).
Working closely with UNICEF, AED has supported the Namibia Institute for Educational Development
(NIED) to conduct an assessment of the life skills curriculum for students aged 15 to 18 known as "My
Future, My Choice" and its impact on learners as well as the extent to which the program is being
implemented properly. This evaluation (a PHE w/ its own entry in COPRS; see AED HVSI) is the first of its
kind since the program was initiated in 1998. A similar approach will be employed using FY08 funds for the
"Windows of Hope" program targeting learners aged 10-14. This information will allow for a program review
of the training content to ensure that it is evidence-based, theoretically sound, and culturally appropriate.
Using COP 08 funds, TA will be provided to HAMU through the research unit at NIED to conduct the second
round of an assessment on the impact of HIV/AIDS on the education sector. This assessment will include a
review of the progress made in implementing the MOE HIV/AIDS policy as well as recommend strategies to
ensure better implementation. Finally, also with COP08 funding, a KAP survey will continue to be conducted
every 2 years to measure program impact and identify gaps that need to be addressed. Similarly, AED will
work with the University of Namibia HIV/AIDS unit to conduct a study of learners' KAP to provide a proxy
measure of the effectiveness of the life skills education.
Contractor: Academy for educational Development
Title of Study: Process and Outcome Evaluation of the Windows of Hope Life Skills Prevention Program for
Namibian Learners, Aged 10-14 Years
Time and Money Summary: This PHE activity is expected to take place every five years. From the baseline
assessment of 2002, a number of recommendations were made. Projected budget is $50,000 (additional
funding will be leveraged from Unicef).
Local Co-investigator: AED's in-country Monitoring and Evaluation technical advisor will be the local co-
investigator. She will manage all data collection and reporting. A local research company, Social Impact
Assessment and Policy Analysis Corporation (SIAPAC), will be responsible for data collection and cleaning.
Project Description: The design of Namibia's "My Future My Choice" (MFMC) life skills program -- targeting
learners aged 15-18 -- was based on the UNAIDS' goal of using education to promote behaviour that
prevents transmission of HIV and other STIs (and not merely to increase knowledge about AIDS).
Consequently, in Namibia, MFMC activities have been implemented with the view of: (1) increasing
learners' knowledge about HIV/AIDS, (2) developing their skills to live a fruitful and useful life, (3) promoting
positive and responsible attitudes, and (4) providing motivational support. The MFMC curriculum was based
on the ‘focus on kids' curriculum which was found to have increased rates of protected sexual intercourse
amongst African American youths aged 9-15 years in the United States. The curriculum was also based on
social cognitive theory and focused on: (1) basic facts about reproductive biology and HIV/AIDS, (2) other
risky behaviours, including alcohol abuse and violence in relationships, (3) communication skills, and (4) a
framework for decision making. The program was delivered in two-hour-long sessions over the course of
five weeks after school hours or during weekends. These sessions were facilitated by a volunteer -- usually
an out of school youth who has completed grade 12 or a student teacher. In its first evaluation in 1998, the
program was found to be linked with a reduction in behaviours that increased risk of HIV infection amongst
youth. It was further associated with a reduction in alcohol use, increased delay in sexual debut amongst
girls and an increase in self esteem. However, almost ten years have passed since the initial evaluation
• What effect has the MFMC Life Skills program had in improving learners' HIV-related knowledge, attitudes,
• What aspects of program delivery are working well and what needs improving?
Programmatic Importance: Unfortunately, there are few studies that show Life Skills programs as effective
in preventing HIV transmission. As the Ministry of Education grapples with the need to scale up prevention
efforts, it needs to know whether the MFMC curriculum is effective and should be scaled up or not. It is also
considering whether or not to make the MFMC a part of the standard curriculum, rather than having it as an
extra-curricular activity. The evaluation will also assess program implementation and make
recommendations for improving service delivery.
Methods: The outcome evaluation will replicate the 1998 quantitative methodology as described in Stanton
et al (1998). Increased protected sex and abstinence among Namibian youth following an HIV risk reduction
intervention: A randomized, longitudinal study. AIDS 12 (18): 2475-80
The process evaluation will use mostly qualitative, rapid-assessment methods, including focus groups, key
informant interviews, direct observations, and a review of monitoring reports and other documentation.
Population of Interest: All learners aged 15-19 in Namibian schools
Information Dissemination Plan: The findings will be shared with key Ministry of Education officers at HIV
and AIDS Management Unit, the Program for Quality Assurance, and the Curriculum Division at NIED. A
stakeholder meeting will be held where results will be discussed and possible recommendations made. The
donor will receive the report and be part of all the dissemination exercises.
Jan-Feb. 2009: Meetings w/ stakeholders, study design, instrument revision/design, sampling, and piloting
March-April 2009: Data collection; document review
May-June 2009: Data analysis and report writing
July 2009- Feedback to key stakeholders and program implementers
Budget Justification: (for Year 1 Budget in USD)
• Travel, accommodation: 10,000
• Survey development: 10,000
• Data collection and entry: 15,000
• Data analysis and reporting: 10,000
• Feedback/programming conference: 5,000
• Total: $50,000