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: 2009
The Tanzanian "OVC National Costed Plan of Action" identifies education as a priority need of OVC and states that "Securing OVC access to secondary education as well as livelihood training is important for building their capabilities and resilience". Educational support is also perceived as an OVC empowering tool, helping to prevent early marriages reducing the risk of HIV infection and contributing to household livelihood support. During PEPFAR I, several promising education support models were developed but had only limited implementation. These and other effective, scalable models such as block grants (process whereas partners support refurbishing or equipping schools in return for the enrollment of a set number of OVC ), direct provision of tuition fees or school materials, and those incorporating public-private partnerships are needed to provide qualified OVC with advanced education. The model must also bring together and coordinate all stakeholders including GoT entities and OVC households to address the educational needs of older OVC
Despite past education support efforts, the challenges include the increasing number of OVC needing advanced training, the lack of a tracking system for secondary education and vocational training beneficiaries, and the lack of linkages with the relevant Ministry of Education and Vocation Training. In response, the objective of this IM is to increase access to quality vocational training and secondary and higher education opportunities by providing scholarships to 1,200 OVC in the 2011 academic year. The scholarships will cover tuition fees, school supplies, boarding cost, and research fees where applicable, cost of practicum, and other miscellaneous costs such as transport, medical fee and ,stipend. The vocation education graduates will also receive initial business "capital or Job starts up tool kit" and be linked to PPP for business mentorship
The TBD should partner with PPP to leverage the resources and business skills for the vocation education component; and will work in collaboration with the MOEVT to establish a systematic mechanism to track the OVC who need scholarships and increase collaboration and coordination between relevant GoT entities. Presently, there is no coordinated national strategy to ensure OVC access secondary or vocational education support due to limited collaboration between the MOHSW with the mandate to care for OVC and the MOEVT, the custodian of educational support to all children. There are no data on OVC who require advanced education or on the GoT allocated budget for their support. On the other hand, data collected from all stakeholders conclude that although the increase in the number of OVC provided with critical services including education has been commendable, the manner in which these services have been provided is generally unsustainable in the long run. They also suggest that household strengthening including vocational training with initial capital, mentoring and business skills for older OVC is part of the key for long term, sustainable OVC support.
This activity will be linked with the Ambassadors' Girls Secondary School and Other Ongoing Education Support in the USAID's Education program.
The TBD strategy will bring together stakeholders including relevant GoT entities, the OVC services TBD, and the for-profit sector to identify issues and coordinate services. Integral to the TBD will be collaboration with other donors to strengthen the capacity of the MOHSW and MOEVT to work in a concerted fashion on advanced education issues. Models will be implemented that stress long term sustainability including those providing block grants to relevant secondary and vocational schools and those which include leaders from the for-profit sector as mentors for OVC in vocational training.
This TBD will target 1,200 qualified OVC enrolled in the OVC service TBD for advanced educational services in the 21 regions throughout the country in which USG is the prime program implementer. Secondarily, it will also target national and local level GoT entities involved in providing education and other OVC services as well as business sector leaders.
This TBD is directly linked to the PEPFAR goal to provide care and support for people infected and affected by HIV/AIDS and to one of the core services to be provided to eligible OVC. PEPFAR also emphasizes local institutional capacity building, government ownership, and sustainability. This TBD is designed to address these three issues and those addressing underlying OVC needs. It also supports the GoT and the USG "Five-Year Partnership Framework in Support of the Tanzanian National Response to HIV and AIDS, 2009-2013", one of whose goals includes the maintenance and expansion of prioritized support services. In this document, the USG also commits to fund and/or support the introduction of innovations and new support services, including OVC services.
Those OVC receiving only scholarships will be reported under the standard care and support indicator to avoid double counting with the OVC services TBD. The scholarship TBD will also monitor and report on the following indicators: current and cumulative number of OVC receiving scholarship support, proportion of OVC entering the program who successfully graduate, and income and social changes associated with education received.
1. Provide quality vocational training and secondary and higher education opportunities by providing scholarships to 1,200 OVC in the 2011 academic year 2.Provide the vocation education graduates with initial business "capital or Job starts up tool kit" and link them to PPP for business mentorship 3.work in collaboration with the MOEVT to establish a systematic mechanism to track the OVC who need scholarships and increase collaboration and coordination between relevant GoT entities.