Gender and Learning Evidence Fund / Portfolio /
Centre for Girls' Education
Nigeria Kaduna State
centreforgirlseducation.org (opens in a new tab)-
Lead partner
What we do
We implement the Adolescent Girls Initiative (AGI) that uses female-led Safe Spaces, mentoring, and community engagement to support the primary-to-secondary transition. We’ve reached over 34,000 girls and have recently adapted for boys.
The question we are testing with the Fund
How might we identify what most drives secondary school transition to guide government investment in effective support?
What's new in this work
We know AGI is effective at keeping more adolescents in school. Following 1,000 girls and boys into secondary school, we're testing whether learning, confidence, mentoring or parents' support makes the difference, and for whom, so we can strengthen what works as AGI scales.
In our words
Our hope is
Habiba Mohammed, Centre for Girls' Education
Read the full transcript
Our hope is that we understand why Adolescent Girls Initiative works, what helps adolescents successfully transition to secondary school. We want to see girls and boys make the transition confidently, prepared, and believing they belong in school. We also want to use the evidence generated to improve practice and government decisions to reach many more girls.
Timing helper
Play the recording and press T (or the button) as each line starts.
The partnership
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Lead partner
Centre for Girls' Education
The Centre for Girls’ Education (CGE) leads the implementation of the Adolescent Girls Initiative and coordinates the study in Kaduna State. Drawing on nearly two decades of experience working with adolescent girls, CGE oversees programme delivery, community and government engagement, field data collection, and implementation monitoring. CGE works closely with the University of Oxford on research design, data collection and evidence generation to ensure the findings improve programme delivery and inform government decisions.
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Collaborating partner
University of Oxford, Department of Social Policy and Intervention
The Department of Social Policy and Intervention at the University of Oxford is leading the quantitative impact evaluation, working closely with CGE on the study design, data collection and analysis. The evaluation will assess the programme's effects on educational outcomes, with a detailed focus on the gendered mechanisms and factors shaping impacts for girls and boys.
Who we are
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Habiba Mohammed
Programme Strategic Lead
Executive Director, CGE
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William Rudgard
Programme Principal Investigator for Impact Evaluation
Associate Professor, University of Oxford, Department of Social Policy and Intervention
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Victoria Bello
Programme Implementation Lead
Deputy Director, CGE
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Aminu Bello
Programme Sub-Investigator
Monitoring and Evaluation Lead, CGE
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Fatima Abdullahi Kudu
Programme Sub-Investigator
Monitoring and Evaluation Lead, CGE
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Fatima Bello Aminu
Programme Field Implementation Lead
Project Team Lead, CGE
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Shoumeli Das
Postdoctoral Research Officer, University of Oxford, Department of Social Policy and Intervention
The rest of the cohort
See the whole portfolio-
Teaching at the Right Level Africa
How might we design TaRL classrooms where gender no longer predicts participation, engagement or learning outcomes?
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Kizazi
How might we adapt government coaching, supervision and school leadership systems to ensure boys and girls learn, participate and progress equitably?
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Center for Evidence Synthesis, Support & Development in Africa
How might we integrate peer-assisted learning into existing gender clubs in Oromia to improve foundational learning and retention for girls and boys?
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Girl Child Network
How might we integrate gender clubs with TaRL+ accelerated learning to improve foundational literacy, numeracy, and Grade 6-to-7 transition rates in ASALs?
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Girl Move Academy
How might near-peer mentoring circles contribute to shifts in girls' agency, vocational clarity and gender beliefs, and how might these shifts interact with learning outcomes?