Ghana is a West African nation of more than 27 million people, more than half of whom live in urban settings. Life expectancy at birth is 61 years. Ghana has provided access to improved water sources to nearly 80% of the population, however only 15% of Ghanaians have access to improved sanitation. Enrolment in secondary school is steadily increasing and in 2016, girls’ enrollment trailed that of boys, but only by two percentage points.[1]

UNICEF advocates, inspires and works with all its partners to deliver inclusive, equitable and sustainable services for improved survival, development, protection and participation of all children in Ghana.[2]

The WinS4Girls program aimed to effect change in the school through several media. This includes interactive classroom activities, web-based platforms, posters, and videos.

Quick Facts
Percentage of schools with:
Basic drinking water
Basic sanitation or toilets

Literacy rate for youth (15 - 24 years old) 86
Primary education completion rate 65
Secondary education completion rate 39
Gender parity rate in secondary schools competition (number of females to male) 0.83


Global Education Monitoring Report, Education for People and Planet: Creating Sustainable Solutions for All. UNESCO, 2016. Paris, FR.


  • Ministry of Education/Ghana Education Service (School Health Education, Programme Unit, Girls Education Unit, Guidance and Counselling Unit, Curriculum Research and Development Division).
  • University of Ghana (Institute of African Studies).
  • Forum for African Women Educationalists (FAWE) Ghana Chapter.
  • Right-to-Play.


Under WinS4Girls, UNICEF worked with ministries of education and other partners at national level (typically through MHM Working Groups) to develop and promote a MHM intervention package informed by the WinS4Girls formative research.

Depending on the country, the intervention packages have taken different forms in response to the diverse needs expressed by girls, their teachers, and their families during the research. For example, they may include national or sub-national policies and guidelines; learning and communication materials; and training modules for teachers, health workers, and peer educators. In some cases, the package has included infrastructure development and pad production or distribution.

The package includes the following:

  • Be Amazing! Period. Is an interactive website for girls, boys, and teachers to understand the changes associated with puberty and tools to motivate and empower self-actualized lives.
  • Communication materials, including posters, tri-fold presentation learning aides, and flashcards for teachers to use with their learners to develop understanding of puberty and MHM.
  • MHM Champion clips are audio or video files on notable people in Ghanaian society speaking to raise awareness of MHM issues.
  • Game for the classroom designed to introduce puberty and MHM concepts to learners.


The team completed a formative research study on the perceptions and practices associated with menstrual hygiene management in Ghana. By introducing and sharing the research outcomes at the National Level Learning Alliance Platform (NLLAP), a WASH sector multi-stakeholder platform, they generated a high level of awareness of MHM challenges at district, regional and national levels of government. The team also used the research to engage the media, particularly the Ghana WASH Journalists Association to support awareness creation, and subsequent generation of media articles on MHM.

Visit the Resources Section to download the implementation package