https://www.tandfonline.com/doi/full/10.1080/02673843.2013.

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Siew Foen Ng (2016)

A study of time use and academic achievement among secondary-school students in the state of
Kelantan, Malaysia

First, Foen (2016) stated that a study of time use among Malaysian youths as it relates to school
achievement, particularly one that differentiates between school-related activities and non-school-
related activities, may provide insights into how these activities impact the performance of youths in
school. Such insights may be useful to educational policy-makers, school administrators, teachers, civic
groups, parents and adolescents concerned with optimising the opportunities provided during the
secondary school years of Malaysian children.

https://ec.europa.eu/economy_finance/publications/pages/publication16267_en.pdf
EUROPEAN ECONOMY

Miguel St. Aubyn (2011)

Second, Aubyn (2011) said the As in other studies concerning the efficiency of universities,
measures of the number of graduates will be considered as outputs of teaching activities.2 Quality of
teaching is to be measured by resorting to survey data. The THES (Times Higher Education Supplement) -
QS (Quacquarelli Symonds) World University Rankings provide data on two important surveys.3 One
concerns graduates' employability as perceived by recruiters and the other relates to quality perceptions
among peers. These surveys provide scores on individual universities. In a process to be described later,
researches computed country scores from those original university scores and obtained a “recruiter
view country indicator” and a “peer view country indicator.” These indicators will be used to scale the
number of graduates in each country.

https://www.sciencedirect.com/science/article/pii/S0738059315300146

SerenaMasino (2015)

What works to improve the quality of student learning in developing countries?

Third, Masino (2015) cited that investing in human capital through education policy has been a
growing priority for developing countries since the post war era, and such efforts are often supported by
foreign aid. During the 1970s and 1980s, and with many African nations achieving independence from
colonial powers, much of the education aid focused on improving access to education via supply-side
policies, such as the construction of schools and the provision of equipment (Coombs, 1985, Tilak,
1988). During that period, around 50% of all bilateral co-operation aid went to secondary education, and
nearly a third to tertiary and technical education. These sectors were, in fact, regarded as catalytic for
growth and development (OECD, 2012). It was not until the late 1980s that education aid and public
policies began to shift towards improving access to primary education, as the latter was recognised to
have the highest economic returns in developing countries (Psacharopoulos, 1981, Psacharopoulos,
1985, Psacharopoulos et al., 1986, Petrakis and Stamatakis, 2002, Psacharopoulos and Patrinos,
2004, Asiedu and Nandwa, 2007).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2846654/

Belinda L. Needham (2013)

Academic Failure in Secondary School: The Inter-Related Role of Health Problems and Educational
Context

In addition, Needham (2013) to apply the social epidemiological framework in a manner relevant to
policy, this study focuses on health problems as a risk factor for academic failure and on school context
as a source of protective factors that mitigate the academic risk posed by health problems. Physical and
mental health problems are significant risk factors to target because they can be identified by school
personnel, including school nurses and counselors, and because they can be treated. At the same time,
schools, more than other institutions or contexts during adolescence, are amenable to reform and
change. Consequently, identifying school characteristics related to student performance and physical
and mental health, and to the relation between these, is a first step in prompting change in schools to
promote student well-being (Good 1981; Good and Brophy 1997; Lightfoot 1983). Thus, unlike many risk
and protective factors commonly studied in relation to academic failure, the linkage between health and
education offers a potentially effective intervention point for helping some struggling students.

https://www.researchgate.net/publication/284150574_Factors_affecting_students'_quality_of_academ
ic_performance_A_case_of_secondary_school_level

G. Berhanu (2011)

Factors affecting students' quality of academic performance: A case of secondary school level

Furthermore, Berhanu (2011) this study was conducted to examine different factors influencing the
academic performance of secondary school students in a metropolitan city of Pakistan. The respondents
for this study were 10th grade students (300 male & 300 female). A survey was conducted by using a
questionnaire for information gathering about different factors relating to academic performance of
students. The academic performance was gauged by the result of their 9th grade annual examination.
Standard t-test and ANOVA were applied to investigate the effect of different factors on students’
achievement. The results of the study revealed that socio economic status (SES) and parents’ education
have a significant effect on students’ overall academic achievement as well as achievement in the
subjects of Mathematics and English. The high and average socio-economic level affects the
performance more than the lower level. It is very interesting that parents’ education means more than
their occupation in relation to their children’s academic performance at school. It was found that girls
perform better than the male students.

https://businessmirror.com.ph/2019/02/01/is-there-a-job-waiting-for-senior-high-school-graduates/

Rev. Fr. Antonio Cecilio T. Pascual (2019)

Is there a job waiting for senior high-school graduates?

However, Pascual (2019) said Senior high-school students in our country are being prepared by our
education system for college and their respective careers. Most senior high-school students who
graduate hope to find a job, especially those who come from poor families. There is a 2018 study by the
advocacy group Philippine Business for Education stating that even if most of the senior highschool
students are ready to work, the market is not as prepared to receive or employ them. Only 20 percent of
the 70 leading companies in the country are open to hiring these graduates. The Philippine Institute for
Development Studies also has a research on the country’s senior high-school program, the graduates, as
well as the hiring companies. Their research showed that many graduates are not satisfied with the jobs
they get after graduating from senior high school. Companies, however, want to hire graduates armed
with the skills the job market needs.

https://www.academia.edu/37095583/EMPLOYABILITY_OF_SENIOR_HIGH_SCHOOL

Marianne Andales (2013)

EMPLOYABILITY OF SENIOR HIGH SCHOOL

In addition, Andales (2013)

as the country shifted from the old high school curriculum to K to 12, thechanges have confused both
parents and incoming high school students. Thus, everyone has to keep up with them and hope for
better results. Filipinos are known to be competitive in the international community. However, our
current education system hinders us from becoming even more competitive students are forced to work
after graduating senior high school than proceeding to college. The aim of the new education system is
to make the students ready for college and for work or employment. (manilatimes.net, 2014).To boost
the employability and entrepreneurial ability of Filipino graduates, they need to improve their English
communication skills. With the help of the K-12 curriculum, the students were trained well to have good
English communication skills to do public speaking, interview skills, and conversational and business
communication skills. (japionline.org, 2016). The students will also undergo work immersion, which may
include earn-while-you-learn opportunities, to provide relevant exposure and actual work experience in
their chosen strand and track. Furthermore, Work Immersion Program is also conceptualized. Basically,
it aims to expose the students to the harsh realities of environment in workplace.

https://www.studera.nu/startpage/higher-education-studies/higher-education-in-sweden/what-is-the-
benefit-of-university-studies/

Chandra Muller(2011)

What are the benefits of studying Senior High School in the university?

Thus, Muller (2011), stated that it’s easier to get a job if you have a higher education degree.
Many careers that require a degree also pay a better salary. This can vary depending on the degree
subject, but more doors will be open to you with a degree than without one.The function ”Hitta och
jämför utbildning” – find and compare courses and programmes – can be found at the Swedish version
of Studera.nu. You can find out more about the job market for different professions. Ask a guidance
counsellor or a friend to help you with the Swedish.
https://www.sciencedirect.com/science/article/pii/S0140197118302057

Susanne Alm (2019)

School effectiveness and students' future orientation: A multilevel analysis of upper secondary
schools in Stockholm, Sweden

Furthermore, Alm (2019), cited that Adolescents spend a considerable part of their time in school.
School offers opportunities to establish social relations outside the family, primarily with peers, but also
with adults who can act as role models and provide guidance and support in relation to future life
choices. The possibilities on part of the school to act as a favourable social arena for the students can be
expected to be linked to its capacities of providing “school effectiveness”. The literature on school
effectiveness has asserted that some schools are more successful than others in creating a positive
school environment that is beneficial for student outcomes, irrespective of the schools'
sociodemographic student composition. A strong and well targeted school leadership, a high degree of
cooperation and consensus among teachers, and a positive school ethos are central aspects of effective
schools, which are interrelated but presenting themselves at different levels of the school organization
(Granvik Saminathen, Låftman, Almquist, & Modin, 2018; Ramberg, Låftman, Almquist, & Modin,
2018a).

https://www.educationcounts.govt.nz/publications/international/the_impact_of_international_student
s_on_domestic_students_and_host_institutions

Colleen Ward (2012)

The impact of international students on domestic students and host institutions

Whoever, Ward(2014) cited the intercultural cooperative learning strategies have also received
attention in educational studies although research suggests that most students, both international and
domestic, prefer to work in "their own" groups. Despite this reluctance, studies have shown that
intercultural group work reduces stereotypes and increases the willingness to work with members of
other groups. Classic literature on cooperative learning in ethnically diverse classrooms, though
generally conducted with nationals of a single country, demonstrate good potential for these techniques
to be used both to improve academic performance and to foster intercultural friendships in
international settings. The Positive outcomes include increased intercultural knowledge, more
intercultural interactions and a greater number of intercultural friendships. Those engaged in
evaluations of such programmes have noted that their success depends upon the integration of
intercultural activities across all areas of student life, skilled and committed support persons to
implement the programmes and a high level of involvement from participating students.
https://www.researchgate.net/profile/Ulrich_Teichler/publication/44826311_Higher_Education_and_G
raduate_Employment_in_Europe/links/55aacc7508aea3d086827c53/Higher-Education-and-Graduate-
Employment-in-Europe.pdf