What you need to know

• In Juwita’s community in Indonesia, early marriage is common, and girls are expected to prepare for lives as wives rather than continue their education.
• In Indonesia, one in nine girls is married before she turns 18.
• Culturally, it is rare for fathers to openly support their daughters’ education.

In a village in western Indonesia, 16-year-old Juwita feeds fresh grass to the cattle beside her home. Her father, Mesak, cut and gathered the grass earlier that morning. Father and daughter work side by side, sharing the load, an uncommon sight in their community.

“My father can cook, wash dishes, and do household work,” says Juwita. “Some people believe only women should do these things. But my father believes that if women can work, then men can too. Everyone is equal.”

Because of that belief, Juwita’s life is already different from that of many girls around her.

A father making space for his daughter’s future

In many parts of Indonesia, girls are expected to leave school early and marry young. One in nine girls is married before she turns 18 – often ending her education far too soon.

For many families, their daughters’ futures are shaped by expectations, not by choices. But Mesak sees things differently. He takes on many of the household responsibilities so his daughter can go to school and have time to study. Most mornings, he drives her an hour to class on his motorbike, sparing her from a three-hour walk.

Because of that support, Juwita is still in school, dreaming of the day she will become a doctor.

“People say that girls belong to their husbands and will end up in the kitchen,” Juwita explains. “My father says those views belong to older generations. He believes girls should go to school, so their futures – and their lives – can be better.”

When one girl learns, others follow

Juwita isn’t the first in her family to benefit from her father’s belief in education. Her older sister, Fera, stayed in school with the same support. Today, Fera works as a nurse, caring for women and girls in a community where the nearest hospital is an hour away. She’s also continuing her education with hopes of one day working for the government.

“I want to be like her,” Juwita says. “I already wanted to continue my school, but seeing her makes me even more motivated.”

Their father has one goal: that his daughters go further in school than he ever could.

“It’s enough that I could not study,” he says. “My daughters should be able to read, write, and build a better future for themselves.”

From classrooms to communities

At school, Juwita takes part in a program supported by Plan International where girls and boys learn together about healthy relationships, their rights, and how to protect themselves from violence. They also understand how early marriage limits girls’ education and opportunities.

“For the first time, I learned about gender equality, self-confidence, and what I need to do to achieve my dreams,” says Juwita. “I learned that my future is important.”

When girls learn, boys learn too

The MAPAN project (which stands for Memilih Masa Depan, meaning “Choosing the Future”) is offered in eight schools in Juwita’s community. More than 100 boys learn together with 179 girls about outdated gender attitudes around sports and leadership roles.

“People used to say soccer is not for girls,” Juwita says. “Now it’s different.” And when Juwita was chosen as the class emcee, the boys backed her. When boys grow up seeing girls as equals – in classrooms, at home, and in leadership – they carry that respect into adulthood.

The project is helping build a generation that values fairness, shares responsibilities, and supports one another.

A teacher who refuses to give up

Change is happening beyond Juwita’s family.

Her teacher, Ms. Julieta, goes the extra mile – literally. She lives near the school but walks long distances to visit students at home. “Sometimes children stop coming to school because they don’t want to make the walk,” she says. “I go to them. I remind them why it matters.”

Nearly all children here start primary school, but only one in three children makes it to higher levels.

“Parents used to send boys first,” says Ms. Julieta. “There was this idea that girls wouldn’t go far, even if they studied. But that’s changing. Girls like Juwita want something different now.”

Ms. Julieta also explains that during tamarind harvest season, many children help their parents in the fields, which affects their attendance.

“After working, they’re exhausted,” she says. “Sometimes they only come to class for a few hours.”

Still, she keeps pushing them to stay on track. “I tell them not to give up on what they want,” she says. “Even if school isn’t easy, there are other paths: learning a skill, starting something of their own. They don’t have to get married early.”

For people who believe girls should have a chance to learn, lead, and choose their own future, this is the kind of change that matters.

Juwita is still in school. She’s still learning. Her future is still unfolding. And stories like hers show what becomes possible when families and communities work together so girls can access opportunities.

Frequently Asked Questions (FAQ)

1. Why does Plan International focus on girls’ education?

Girls in communities like Juwita’s often face challenges to staying in school, including early marriage, household responsibilities, and outdated expectations about the roles of women and men. By focusing on girls, Plan helps address those challenges so they have the same chances to learn, grow, and choose their future as boys.

2. Does focusing on girls mean boys are left behind?

No. Plan International projects like MAPAN include both girls and boys. While some activities focus on the reasons why girls face discrimination, boys also take part, learn important life skills, and benefit from safer, more equal communities.

3. How do boys benefit from girl-focused programs?

When communities support girls’ education, they support boys, too. Boys attend the same schools that have been better equipped with trained teachers. Boys learn about respect, shared responsibility, healthy relationships, and fairness. These programs can help boys grow up with a broader sense of what girls and boys can do at school, at home, and in leadership.

4. How does supporting one girl have an effect on a whole community?

When one girl stays in school, it can shift expectations for others around her. Sisters, classmates, parents, and neighbours often begin to see new possibilities for girls’ education, leadership, and independence.

5. Why are girls more likely to leave school early?

Girls may leave school early because of pressure to marry young, take on work at home, or follow traditional expectations about their future. These pressures can limit their choices before they have the chance to decide what they want for themselves.