Re-IMAGINE Baseline Report

Objectives

The Re-IMAGINE program (2024–2029) aims to delay child, early, and forced marriage.The Re-Inspiring Adolescent Girls to Imagine New Autonomous Pathways (Re-IMAGINE) program in Zinder, Niger aims to delay child marriage and first pregnancy among out-of-school (OOS) adolescent girls (ages 11–15). The program is adapting successful “Pathways” education model from the Center for Girls Educcation (CGE) in Nigeria and testing a comprehensive intervention package that includes academic catch-up programming, social norms engagement, and schooling support as the default pathway for girls, with livelihood training as an alternative pathway.

Baseline Study Overview

Re-IMAGINE’s baseline study, conducted in mid-2025, consisted of quantitative and qualitative data collection using a mixed-method baseline study across 95 villages in the Zinder region of Niger. The quantitative survey randomly sampled unmarried, out-of-school adolescent girls (ages 11-15), religious and community leaders, and parents. For the qualitative component, a cross-sectional social norms assessment was conducted through in-depth interviews and focus group discussions (FGDs) to explore social norms, attitudes, and behaviors among out-of-school adolescent girls and key reference groups in two communities. Re-IMAGINE’s baseline study provides critical insights into the pre-intervention context, highlighting the challenges and opportunities that shape adolescent girls’ lives in Zinder.

Findings

Baseline findings from 95 villages in Zinder confirm that early marriage is pervasive: 87% of girls marry before 18, with a median age of 15.4. Educational attainment is very low—only 41% of girls have ever attended school, and 24% can read and write. Although schooling is limited (girls completed an average of 1.7 years), aspirations remain high: 70% would choose to attend school, and 44% hope to complete senior secondary. Barriers include family refusal, the need to work, lack of interest, and academic stagnation.

Social norms strongly support early marriage, reinforced by religious and community leaders. Girls feel greater pressure to marry early than fathers or leaders report. Fathers are seen as primary decision-makers, though mothers and extended networks influence decisions. Marriage and schooling compete as strategies for protection, stability, and social acceptance.

Compared with Nigeria’s Pathways baseline, Re‑IMAGINE girls are 33% less likely to have attended school and 13% less likely to read and write, and they report a lower ideal marriage age (16.7 vs. 18.7). Findings highlight the need for multi‑level interventions combining social norms change, educational support, and financial assistance, while leveraging existing “cracks” in norms—such as support for academically strong girls—to promote delayed marriage and expanded opportunities.

Recommendations

Recommendations emphasize multi‑level, community‑driven strategies to delay early marriage and support girls’ education. At the community level, Re‑IMAGINE will lead norm‑shifting dialogues and mobilize religious and traditional leaders—key influencers who can champion girls’ rights. Work with SAA and Fada groups, PTAs, SMCs, and CGENFs will include goal‑setting and action planning to reinforce accountability and progress.

At the household level, the program will engage both fathers and mothers early, recognizing their complementary roles in schooling and marriage decisions. Parent groups will challenge discriminatory norms, strengthen support for girls’ education, and identify champion parents. Mothers—whose views often align with girls’ aspirations—will be engaged through literacy and awareness sessions.

At the school level, efforts will strengthen school support systems and encourage families to prioritize education, especially for academically promising girls. Financial support and improved school quality will help ease transitions back into formal schooling.

At the girls’ group level, Girls’ Collectives will build peer networks, connect girls with trusted adults, and strengthen leadership, communication, and decision‑making skills.

A participatory monitoring system and annual learning reviews will ensure adaptive management, shared learning, and documentation of promising practices for regional and national influence.