Improving pathways for girls and disadvantaged youth through secondary education and into work: Evidence and reflections from practice: Special Issue Youth & Adolescent Skills Development: Preparing young people for diverse global challenges.

Summary: Motivation: Given the changing nature of work and recent shocks to environmental, health, and economic systems, secondary education in sub‐Saharan Africa must prepare youth to be adaptive and resilient as they transition into challenging labour markets. Access to opportunities to develop relevant skills and knowledge through secondary education is critical to ensure girls and other marginalized young people can secure work or create their own entrepreneurial ventures to improve their livelihoods. Yet many girls and marginalized youth either drop out of school or progress through the education system without developing the skills needed to effectively transition into labour markets. Purpose: This article aims to synthesize insights from Mastercard Foundation's portfolio of programming in secondary education and situate these findings in the broader literature on equitable secondary education and preparing youth for the transition to work in sub‐Saharan Africa. Methods and approach: This article draws on Mastercard Foundation's portfolio of work in secondary education in sub‐Saharan Africa, including its flagship report Secondary education in Africa: Preparing youth for the future of work, the donor collaborative Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), and the Scholars Program in addition to a wider literature and evidence base. It synthesizes key findings from research and programmes focusing on equitable access to and relevant skills development in secondary education. Findings Three key insights are explored: the importance of targeted financing to expand access, flexible approaches to improve completion, and entrepreneurship programming to develop relevant skills—each critical for promoting secondary education that prepares young women and men for work. Policy implications: A systems‐based approach is critical to improving the access and relevance of secondary education. Gender‐equitable approaches that account for intersecting barriers are necessary to improve inclusion of disadvantaged youth in education systems and prepare them for work. [ABSTRACT FROM AUTHOR]