THE SITUATION OF CHILDREN AND WOMEN IN INDONESIA 2000-2010 370
THE SITUATION OF CHILDREN AND WOMEN IN INDONESIA 2000-2010 371
o identify weaknesses in community knowledge of available child support services and how to access these
o identify disadvantaged groups and regions, with a focus on children with special needs • Use advocacy, communications for development strategies outlined in Recommendation
10 and working with customary leaderseldersreligious leaders to find innovative ways to reshape cultural, family and community care practices identified in the SITAN that are
undermining child welfare.
• Provide continued support to relevant government agencies and partners in emergency and pandemic preparednessresponse.
• Strengthen partnerships among government agencies, donors, CSOs and the private sector to improve access to education, standards of health and nutrition and water and sanitation, HIV
and AIDS prevention, treatment and protection services, and child special protection. • Improve the planning, training and deployment of skilled health, education and social welfare
professionals, particularly to remote and disadvantaged regions. • Ensure that interventions promote outreach and quality of services and adhere to the
minimum service standards outlined in the national regulations. • Conduct deeper analysis into budgetary needs, cost-beneit analyses, and test costing
strategies, especially for districtmunicipal initiatives.
5.9.2 HEALTH AND NUTRITION AND WATER AND SANITATION
For GoI: • To improve health and nutrition standards among children, focus on the window of
opportunity that is pregnancy and the first two years of life. • To increase the number and quality of staff providing health services and reduce the gap in
service provision, focus on improving pre-service training availability, coverage and outreach. This is particularly important for ensuring adequate numbers and quality of health workers
that receive training who are from poorer provincesdistricts, geographically large and disparate provincesdistricts, and provincesdistricts where particular health and nutrition
problems are most acute. This involves working with district governments and health providers, as well as with provinces, to identify gaps.
• Aside from focussing on technical skills, pre-service training programmes and other government policies and programmes, attention should also be given to understanding the
behavioural and cultural aspects of health and nutrition, and developing the communication skills of health workers so that they are sensitive to varied local environments, particularly
if they do not originate from the areas where they work. This is because many of the case studies demonstrate that there are problems in service delivery that relate to the way health
and nutrition and reproductive health and HIV and AIDS information is conveyed, which is not always sensitive to different local customs and practices. Miscommunication and
communication problems may be preventing strategies from having full effect on behavioural change.
• Support planning mechanisms and strategies to improve nutrition overall, as well as micronutrient intake vitamin A, iron folate, iodine among vulnerable groups.
• Mainstream nutrition initiatives, such as exclusive breastfeeding, appropriate complementary feeding and continued breastfeeding from six months and upward, treatment of children with
acute malnutrition, maternal nutrition hygiene best practices, and reproductive health. • Strengthen access to clean water and sanitation in disadvantaged areas through water supply
projects and improving sanitation. • Prepare strategies to offset the impacts of growing urban poverty, climate change, growth in
the number of slums and pressure on resources. For GoI with the support of UNICEF and other agencies:
• Support the government to improve coordination as well as planning and budgeting for effective health, nutrition and water and sanitation interventions.
• Support CSOs working in educating families and communities in nutrition, hygiene best practice, breastfeeding and complementary feeding, maternal nutrition, reproductive health
and other practices which have been identified as improving health and nutrition standards. • Continue to design initiatives and public awareness campaigns focused on the importance of
breastfeeding, complementary feeding, maternal nutrition, assisted deliveries, giving birth in healthcare facilities, nutrition, essential newborn care, care-seeking behaviour for diarrhoea
and pneumonia treatment.
• Provide training and knowledge-building workshops through government or through government-CSO partnerships to develop capacity in health sector human resources and
knowledge of epidemiological transition and the continuum of care. • Identify unimmunised children, and groupsregions prone to maternal and neonatal tetanus in
provincesdistricts, and scale up routine immunisation. • Scale up pilots in health information systems, monitoring and evaluation, while also
documenting lessons learnt to improve governance, services and resource allocation. • Use focus group discussions and other participatory learning mechanisms that can encourage
the dissemination of information amongst children themselves on health and nutrition. • Facilitate the development of training and the formulationsocialisation of community action
plans on waste management, cleaning drains and water bodies. For UNICEF and other agencies:
• Continue to design, and to work with the government to implement, innovative models that have high impact on maternal and child health and nutrition, including the formulation of
health policies at the national and sub-national levels and the translation of these into service delivery and practice at the local level.
• Assist the government with providing continued interventions and education programmes to the poor to increase understanding and awareness of the causes of malnutrition.
• Promote and support the government to provide education in schools on nutrition, hygiene best practices, exclusive breastfeeding and complementary feeding, maternal nutrition,
reproductive health, to improve health and nutrition standards among children. • Support and assist with the development of thematic guidelines, training manuals and design
standards, which replicate best practices in water and sanitation interventions.
5.9.3 EDUCATION AND EARLY CHILDHOOD DEVELOPMENT
For GoI: • Strengthened legislation and increased budget allocations aimed at achieving school
readiness for children under age seven years. • Improve access to play centres and pre-schools, particularly in rural areas.
• Provide targeted support for poor families to help them keep their children in school. • Support the development of training programmes for early school leavers in practical skills
and provide guidance counselling on options for employment and skills building. • Remove structuraladministrative barriers between primary and junior secondary schools to
improve transition and retention of students and mitigate early leaving.
THE SITUATION OF CHILDREN AND WOMEN IN INDONESIA 2000-2010 372
THE SITUATION OF CHILDREN AND WOMEN IN INDONESIA 2000-2010 373
• Increased budget allocation for junior secondary with the adoption of catchment areas. • Improve education service facilities for children with special needs.
For GoI with the support of UNICEF and other agencies: • Identifying reliable predictors of early school leaving to develop effective responses to the
problem. To that effect, knowledge, attitudes and perceptions surveys should be conducted among educational staff, parents and students in primary and junior secondary schools, as
well as among young people who didn’t transition and left schools early to the extent that these young people can be identified to identify the perceived and actual constraints and
barriers hampering a smooth transition and participation in junior secondary education.
• Support peace studies in curriculum development, particularly in ethnically and religiously diverse areas or areas prone to conflict.
• Mainstreaming via pre-service training for teachers at the university level. • Supporting the government to train volunteers in skills for home visits to improve parents’
capacity to apply appropriate care practices in the family and community. • Design initiatives to encourage teachers in urban areas where there are high teacher to
student ratios beyond national targets to relocate to understaffed rural areas. • Review of existing life skills and developmentupdate of a comprehensive life skills
programme for youth, encompassing different sectors i.e., HIV and AIDS, WASH, nutrition, etc..
• Considering the demographic situation of Indonesia, explore expanding the compulsory education period.
• Mass communication and social mobilisation activities in schools and in communities need to be used to increase awareness and demand for good quality basic education, with a strong
focus on changing attitudes and behaviours from students and parents. • Develop strategies to prevent violence in schools.
• Ensure that clean water and sanitation facilities at schools are accessible and meet girls’ needs, and are not reserved in practice for use by teachers only.
• Review of BOS and other social welfare systems to assess their effectiveness in promoting higher transition and completion rates at the junior secondary level. These reviews could lead
to capacity building interventions for the government to better target and develop strategies for financing children from poor families to tackle the economic factors that are often behind
early school leaving.
For UNICEF and other agencies: • Provide technical assistance to local and provincial governments to further scale up good
practice and schools-based management methods. • Assisting with the production of training materials on good practices for quality education
including school-based curriculum planning and sustainable school-based planning and management potentially in collaboration with KCCs.
• Share materials and initiatives in the formulation of training materials on good practices for quality education including school-based curriculum planning and sustainable school-based
planning and management with underperforming districts and provinces in the education sector.
5.9.4 HIV AND AIDS
For GoI: • Overall, aim to mitigate the spread of HIV through providing universal access to treatment.
• Ensure that a comprehensive life skills education programme, including HIV and AIDS
awareness and knowledge of reproductive health, is developed and mainstreamed. • Provide assistance to local governments to synchronise government and civil society
initiatives in HIV prevention and care. • Include all relevant stakeholders in the design of HIV prevention policies and strategies that at
present are not always well coordinated or inclusive of all relevant parties. • Allocate more resources to state-based institutions to care for affected populations.
• In the interim, empower and support communities families and CSOs to provide home- based care to affected populations.
• Improve the provision of and use of services for Voluntary Counselling and Testing VCT and support and treatment for pregnant women with HIV and for youth.
• Promote provider-initiated testing and counselling PITC among pregnant women. • Provide both pre- and postnatal and immediate treatment for HIV-infected mothers and
children with antiretroviral ARV drugs and co-trimoxazole GoI with the support of UNICEF andor other donors.
• Increase the proportion of HIV-positive women and children receiving free antiretroviral therapy ART.
• Provide full integration of PMTCT services into the antenatal care package, and develop ‘PMTCT Plus’ package focusing on ensuring continuum of care for motherinfant pairs i.e.,
follow-up ART, nutrition components, etc..
For GoI with the support of UNICEF and other agencies: • Improve monitoring of the following:
o HIV prevalence among the population aged 15-24 years o condom use at last high-risk sex
o proportion of population aged 15-24 years with comprehensive correct knowledge of HIV
and AIDS o ratio of school attendance of orphans to school attendance of non-orphans aged 10-14
years o proportion of population with advanced HIV infection with access to ARV drugs
• Promote community and school education programmes to reduce cultural barriers and increase a comprehensive understanding of HIV and AIDS to reduce the stigmatisation of
infected populations. Also educate on the use of safe sex practices, needle sharing, etc., particularly in Papua, Aceh, and other high-risk areas.
• In the case of Papua, include tribal and religious leaders in culturally appropriate education initiatives to assist with improving understanding and reducing resistance to practices that
reduce the risk of HIV infection. • Continued support and education programmes for most-at-risk adolescents MARA - sex
workers, men who have sex with men MSM, transgenderists waria, injecting drug users IDU, and especially vulnerable adolescents GoI with the support of UNICEFother donors.
• Promote comprehensive behaviour change programmes for intimate partners of the above populations.
• Establish mechanismslinkages with child special protection interventions to: o remove children from harmful environments and to provide them with support
o to identify factors which lead to such situations to aid prevention
