Indonesia is an archipelago of more than 17,000 islands. It is home to more than 250 million people, a little more than half of whom live in urban areas. The life expectancy at birth is 69 years. It per capita Gross Domestic Product, purchasing power parity, is 11035 (USD). From 2007 to 2015 secondary school enrollment increased from 70% to 85%, with the rate for boys and girls nearly identical.[1]

UNICEF works closely with the Government of Indonesia, local organizations, the private sector and communities to protect children's most basic rights - with a special focus on those who are the most vulnerable. UNICEF’s concentrations are health and nutrition, water and sanitation, education and youth, and child protection.[2]

The WinS4Girls project in Indonesia aimed to advocate to mayors and religious leaders while increasing awareness and understanding among learners.

Quick Facts
Percentage of schools with:
Basic drinking water
Basic sanitation or toilets
Of which single sex toilets

Literacy rate for youth (15 - 24 years old) 100
Primary education completion rate 95
Secondary education completion rate 51
Gender parity rate in secondary schools competition (number of females to male) 0.94


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


  • Burnet Institute, Australia.
  • Survey METER, Indonesia.
  • WaterAid, Australia.
  • Aliansi Remaja Independen.
  • Indonesian government: UKS Bandung; Ministry of Health; Ministry of Education & Culture.
  • GIZ.
  • Majelis Ulama Indonesia (Indonesian Council of Islamic Scholars).
  • Rumsram Biak.


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:

  • Advocacy module targeting mayors and religious leaders to increase their understanding and inspire support for MHM in schools. Advocacy also included:
    • Social media campaign.
    • Videos.
    • Policy briefs.
  • MHM guidelines for teachers and parents.
  • Reproductive health education module for teachers.
  • Comic books for the self-directed instruction of learners in primary school.
  • Video to raise the awareness of learners in secondary school.
  • Posters/infographics for teachers to raise the awareness of learners in secondary school.
  • Book to sensitize teachers and girls to MHM in accordance with Islamic teaching.


Formative research revealed that there was a low level of knowledge by girls on MHM. To further engage adolescents, a Human-Centered Design (HCD) approach was utilized to work with youth to develop innovative communication material most relevant and meaningful to them. The findings from the MHM research indicated that teachers often skip the topic of menstruation due to their low level of comfort with the topic, lack of knowledge, or limited teaching time. This finding influenced the program to prioritize teacher orientation and learning materials.

Visit the Resources Section to download the implementation package