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Since the mid-2000s, the incidence of paid overtime has remained stable at just over 7.5% of full-
time employees, while that of unpaid overtime decreased slightly, from 6.2% to 5.1%. For those
working overtime, the average number of additional hours is considerable, amounting to 8.3 for paid
overtime (7.7 for unpaid overtime), or one additional day per week in 2019. On average across
OECD countries, students who spent 4 hours per week in language-of-instruction lessons had an
average mean reading score of 499 points, which is almost identical to the score of students who
spent one hour less in class ( Figure V.6.3 ). In Austria, Denmark, France, Luxembourg and Sweden,
the statutory minimum paid leave is 25 days, while in Portugal and Spain it is 22 days ( Figure 5.4 ).
The total amount of paid leave days may however depend on a number of factors, such as region,
type of contract, 55 occupation, years of service, sectors of the economy, or age. However, caution is
necessary when comparing information at the subnational level due to the following considerations:
potential differences in the regulations between countries and between subnational regions within
countries, how data are reported for the different subnational regions, and varying data availability
for subnational regions within countries. Actual hours of work have declined, but at a diminishing
pace. Data on collectively agreed rules have been collected in the OECD questionnaires and
generally refer to the average or most frequent clause among all covered workers by collective
bargaining at the sectoral level (except for Japan and Estonia where it refers to the average of rules at
the firm level). Although in cases of unforeseen circumstances or exceptional increase in work,
workers can renounce compensation in time for overtime hours in Belgium. However, excluding
examination days may be more challenging for countries. Although it is not necessarily the same
official document that is used as a reference for both teachers and school heads, this may suggest
that these two jobs are closely related. Indicator D4. How much time do teachers and school heads
spend teaching and working. The maximum teaching time is usually only required for school heads
in specific circumstances. When available, data should thus be interpreted with caution given the
diversity of rules applying. In this case, only a maximum of 10 years worked for a former employer
will be considered. In Germany, the April 2020 Working Hours Ordinance authorised an extension
of daily working time up to 12 hours, while the weekly working time could be extended beyond 60
hours in exceptional cases. Employees get more day additionally every year after that, but the
maximum paid leave is 20 days per year. Reporting in this current political climate is a responsibility
we do not take lightly, and we thank you for your support. Finally, while working hours and work
organisation are influenced by differences in the content and governance of regulation, they are also
likely to be affected by other factors, including labour force participation, changes in taxation and
social protection, phases of the business cycle, and cultural trends. At 30 days, Denmark and
Germany have the longest collectively agreed typical paid leave allowances, well above the statutory
25 days. Log In Support Us NEWS POLITICS ENTERTAINMENT LIFE PERSONAL VOICES
SHOPPING. Many of the provisions concerning annual holidays are laid down in sectoral CA. See
paragraph 1155(4) General Civil Code (Allgemeines Burgerliches Gesetzbuch, ABGB). StatLink
Importantly, however, these averages hide important variation within groups: in the group of
countries with a negotiated right to request teleworking, the proportion of teleworkers amounted to
only 7.4% in Norway, against 33.6% in Sweden in 2019; and while 18.3% of French workers were
teleworking in the absence of any statutory or negotiated enforceable right to request teleworking,
this was the case for only 2.5% of Latvian workers in the same situation. In Korea, there is no
variation between subnational entities in the number of teaching days, but teaching hours for general
programmes vary by 8% at upper secondary level (from 522 to 564 hours) and by 24% at lower
secondary level (from 454 to 561 hours). Although many employers in the United States grant at
least some of their employees paid leave, there is no law that establishes a legal minimum
entitlement. In Denmark, Norway, Canada 70 and New Zealand, there is an enforceable right to
request teleworking (centrally negotiated in Norway, and statutory in Canada and New Zealand). As
of 2020, regulations of the working conditions of teleworkers were more or less extensive across
countries, ranging from rules about the process of establishing teleworking arrangements (for
instance that it has to be voluntary, reversible, etc.) to anti-discrimination provisions, rules about
employers’ liabilities for occupational safety and health, working schedules and overtime, data
privacy and cyber-security, and the cost of equipment and maintenance. Note that since this
information was collected, Mexico has introduced a new law on teleworking which introduces a
legal framework, see Section 5.1.4 below. Source: OECD Policy Questionnaire on Working Time
Regulation, 2020. And in Austria, Belgium, 5 Bulgaria, Costa Rica, the Czech Republic, Estonia,
Finland, 6 France, Germany, Latvia, Morocco, the Netherlands, the Slovak Republic, Sweden,
Switzerland 7 and Thailand, students spent about one hour more per week in foreign-language class
than in language-of-instruction lessons. The research, which includes regional school systems as well
as countries, suggests that Shanghai has the longest homework hours, followed by Russia and
Singapore. Exploratory Analysis, Manpower Demonstration Research Corporation, New York, NY.
However, in few of these countries the regulations may also specify working time during students’
school holidays on top of working time during students’ school year - for example, teachers in
Colombia are required to work five additional weeks during the students’ school holidays. Countries
are ordered by ascending order in time spent in leisure of full-time workers (Panel A) in the 2010s (in
the 2000s for France). Results for Israel are not fully comparable before 2012 due to the change
from a quarterly to a monthly Labour Force Survey and changes in the definitions from “civilian
labour force” to “total labour force” (including those who are in compulsory or permanent military
service). Teen oecd This Is How Much Homework Teens Do Around The World This Is How Much
Homework Teens Do Around The World By Rebecca Klein Senior Reporter, HuffPost Dec 17, 2014,
05:31 PM EST LEAVE A COMMENT Next time you want to complain about the amount of
homework you do, remember that students in Shanghai spend an average of over 14 hours per week
on take-home work. Teaching more classes or hours than their full-time contract requires is also a
voluntary decision by teachers in about two-fifths of the countries and more than two-thirds of these
countries offer financial compensation for this additional teaching ( Table D4.4 ). Participation in
professional development activities is considered an important responsibility of teachers at all levels
of education, as it is mandatory for teachers at all levels in 24 countries. In Greece, between March
and August 2020, employers who had exhausted the legally prescribed overtime ceilings of their
workers, could use overtime without approval from the Ministry of Labour and Social Affairs in the
respect of maximum daily limits. Source: OECD (2020), Table D4.1. See Source section for more
information and Annex 3 for notes ( ). Mostly uniformly regulated countries: normal weekly hours
are subjected to a binding upper limit (statutory default or collectively negotiated at the national or
sectoral level), with no possibility to derogate from it, but a limited possibility to use averaging
through collective agreement (Belgium, Greece, Japan and Portugal), or with the employee’s consent
(Australia and Finland). In countries for which data only go back to 1995, annual actual hours
decreased on average by 6% (0.3% annually). Finally, in countries for which data only go back to the
2000s, annual actual hours decreased on average by just under 4% (0.2% annually). These data also
point towards a deceleration in the reduction of actual working time. Finally, the sixth block focused
on recent reforms of working time regulation. Source: OECD Policy Questionnaire on Working Time
Regulation. This should not be confused with “on-call duty”, which refers to periods of time during
which the employee is expected to be work-ready, in the context of a traditional full-time or part-
time contract. Teachers' working time requirements refer to those of civil servants. 2. Reference year
differs from 2020. For instance, the issue of who bears the cost of the teleworking equipment has
been the object of regulations (often court decisions): in 2020 (in a case dating back from 2019 and
the pre-COVID period) the Swiss Federal Supreme Court ruled in favour of an employee’s request
to have her employer compensate her for teleworking costs. Finally, establishment surveys may not
be representative of all industries (historically they mainly used to cover the manufacturing sector,
although recently coverage has been expanded to include the service sector). A similar reform was
implemented in New Zealand in 2015, when an amendment to the Employment Relations Act
allowed all employees (and not only, as was previously the case, those with caring responsibility) to
request flexible work arrangements (including teleworking). Statutory teaching time is defined as the
scheduled number of 60-minute hours per year that a full-time teacher (or a school head) teaches a
group or class of students, as set by policy, their employment contracts or other official documents.
On average across OECD countries, almost half of all students attended a school that provides this
form of study help. European countries: modal value of the actual hours worked per week over a
long reference period, excluding weeks when an absence from work occurs (e.g. holidays, leaves,
strikes, etc.). The “long reference period” is at least the last four weeks and at most the last three
months without counting any absence from work. These responses, which inform Section 5.1 of the
chapter usually correspond to the situation in 2020 prior to the COVID-19 crisis, except in the
specific section on recent adjustments to regulation as a response to the COVID-19 crisis. Among
middle-class UK teenagers, the homework burden is disproportionately greater and above the
average for both European and Asian countries, it suggests. In addition, in most countries, teachers
are formally required to work a specific number of hours per year, as stipulated in collective
agreements or other contractual arrangements. The Fair Work Commission temporarily amended the
majority of awards to provide two weeks of unpaid pandemic leave and give workers the ability to
take twice as much annual leave at half their normal pay rate if their employer agreed. The
development of teleworking is also likely to be driven by the desire to avoid commuting time, and
therefore to differ across regions. Please refer to the Reader's Guide for information concerning
symbols for missing data and abbreviations. These results suggest that students not only develop
self-beliefs by comparing themselves. However, in four countries, these duties vary between levels of
education. However, there are no sources allowing for a reliable comparison of days off taken across
countries. In many countries, there are several possible ways to introduce averaging, from least
demanding on the employer (unilateral introduction), to more demanding (employee-employer
agreement), to most demanding (collective bargaining agreement). Countries are ordered by
descending order of the overall incidence (Panel A).
See Note 15. The same conditions apply to the averaging of maximum hours as to that of normal
hours. A focus on working hours, paid leave and teleworking 5.2. Trends in working time and leisure
across OECD countries 5.3. Working time across groups: Mind the gap? 5.4. Concluding remarks
References Annex 5.A. Additional graphs and tables Notes A A. Beyond regulatory settings and the
size of the overtime premium, many other factors are influencing the quantity of overtime work. It
could also indicate that teachers have to perform these tasks in their own time and hence work more
hours than required by their statutory working hours. The teaching load for primary school teachers
is slightly lighter than for lower secondary school teachers in Costa Rica, Estonia, Latvia and
Lithuania, and much lighter in Mexico ( Table D4.1 ). Teaching time at lower and upper secondary
levels is similar across most countries. StatLink Tasks and responsibilities of school heads In more
than half of the OECD and partner countries with available data, regulations explicitly state that
school heads are expected to play managerial and leadership roles. For longer averaging periods (3 or
6 months), a collective agreement is necessary. By default, it is almost always possible to deviate in
melius from higher-level rules, i.e. to agree on a rule that is more favourable to workers. Required
teaching time in public schools varies more across countries at the pre-primary level than at any other
level. The United States is the third highest country in the number of hours teachers teach (see
Figure I above) and the sixth lowest paid when compared to other college-educated professions (see
Figure II above ). At HuffPost, we believe that a free press is critical to having well-informed voters.
For countries for which such data could be collected. In Austria, Belgium, Costa Rica, Germany,
Hungary, Morocco, the Netherlands and the Slovak Republic, advantaged schools offered at least
two additional hours of foreign-language lessons per week than did disadvantaged schools.
However, collective agreements can define longer averaging periods for averaging limits below 48
hours. 5. CA: “collective agreement”; IA: “individual agreement”. In OECD countries for which data
are available over the whole 1970-2019 period, annual hours actually worked per employed
decreased by 17.9% (0.4% annually). However, this decrease was not constant but decelerated over
time: hours actually worked decreased by 0.8% annually between 1970 and 1985, by 0.2% annually
between 1985 and 2000, and by 0.3% annually between 2000 and 2019. This may be specified either
as the number of hours teachers must be available at school for teaching and non-teaching activities,
or as the number of total working hours. The Netherlands are included in Panel C for simplification,
although usual hours decreased in the 2010s after they had been stagnating in the 2000s. Data on
vocational programmes at lower secondary level (i.e. Columns 4 and 10) are available for
consultation on line. In parallel, time spent on leisure has actually decreased. However, there are no
sources allowing for a reliable comparison of days off taken across countries. This average is
estimated for 2005 and 2010 by chaining the unweighted averages based on 26 countries (excluding
Switzerland and the United States) in 2010-15, and the unweighted average based on 25 countries
(excluding Korea, Switzerland and the United States) in 2005-10. 2010 and 2015 refer, respectively
to 2011 and 2017 for Korea. On average in 2019, a single childless worker had to work 33 hours at
the minimum wage to escape poverty compared with 13 hours at the average wage. For example,
Japan and Portugal have a similar number of teaching hours (610 hours in Japan and 612 hours in
Portugal), but 32% of working time is spent on teaching in Japan, compared to 48% in Portugal. In
2018, the number of weeks of teaching (at pre-primary, primary, and lower and upper secondary
levels) varied between regions in two of these countries: by one week in Belgium (from 36 to 37
weeks) and by two weeks in Canada (from 36 to 38 weeks). By contrast, the share of students in
schools that offer debating clubs increased by 7 percentage points, and the share of students in
schools that offer book clubs increased by 5 percentage points. A cross-cultural analysis of the
subjective quality of life”, in F.M. Andrews (ed.), Research on the Quality of Life. Independently of
how they are set, maximum averaging periods for normal weekly hours vary quite substantially:
where they are binding and set in the law, they range from 3 weeks in Colombia to 52 weeks in
Spain, while they range from 6 to 12 weeks in Norway to 52 weeks in Belgium, where they are
agreed upon collectively (see Annex Table 5.A.3 ). Other factors beyond working time regulation are
likely to affect working time outcomes. In Japan and Chinese Taipei, having skipped a school day at
least once during those two. But rules on working conditions are left to lower level negotiations and
there are no binding legislation or higher level agreement on the issue (although there might be non-
binding guidelines). By contrast, in Albania, Argentina, Jordan, Kosovo, Lebanon, the United Arab
Emirates and Viet Nam, at most 4 out of 10 students attended a school that provides a room in which
they can do their homework.
Except for exempt workers under the FLSA, see Note 16. Usual (weekly) hours: the number of
hours individually worked by an employee during a normal week without any extra-ordinary events
(such as leave, public holidays, strikes, or sickness), and without extraordinary overtime in addition
to planned contractual overtime, as set in some employment contracts. On average, pre-primary
school teachers are required to spend about 28% more time in the classroom than primary school
teachers. The voluminous 566-page report contains a host of tables and figures comparing countries
around the world on a number education indicators. In many of these countries, regulations include
some guidelines on the number of student examination days, but they are not clear about whether
scheduled teaching time is reduced by the time devoted to examinations, or by how much. OECD24
is the unweighted average of the 24 OECD countries shown in this chart for which information on
both paid and unpaid overtime is available (excluding Australia, Chile, Colombia, Costa Rica,
Iceland, Ireland, Israel, Japan, Korea, Luxembourg, Mexico, New Zealand, Turkey and the United
States). Fifteen of the 38 countries surveyed indicated the existence of such requirements. For
example, primary school teachers in Costa Rica must teach 1 188 hours per year, over 160 hours
more than in Latvia. However, at the pre-primary and primary levels, short breaks (of ten minutes or
less) are included in the teaching time if the classroom teacher is responsible for the class during
these breaks (see the Definitions section). Yet there is a limited possibility to use averaging
mechanisms through collective agreement (or with the employee’s consent in Australia 14 and
Finland). Teaching responsibilities become less common for school heads at the secondary level.
Regular teleworking falls in the third category, see below. However, there’s also evidence that kids’
brains are tired at the end of a school day. Source: OECD calculations based on the 4 th, 5 th and 6
th European Working Conditions Survey (EWCS), the 1 st, 3 rd and 5 th Korean Working
Conditions Survey (KWCS) and the American Working Conditions Survey (AWCS) 2015. In
Germany, the April 2020 Working Hours Ordinance authorised an extension of daily working time
up to 12 hours, while the weekly working time could be extended beyond 60 hours in exceptional
cases. Indicator D4. How much time do teachers and school heads spend teaching and working.
Only in Spain and New Zealand is this right opened to all employees (but it is conditioned by the
employee justifying work-life balance needs in Spain). While many holidays are common across all
provinces and territories (New Year’s Day, Canada Day, Labour Day, and Christmas), others are
specific to certain jurisdictions (e.g. F ete nationale du Quebec ). Finally, since national trends in
working time may obscure changes in working time outcomes between socio-demographic groups,
Section 5.3 exploits data from labour force and time-use surveys to assess disparities by gender,
educational attainments and income groups, and the evolution of these disparities since the 1970s.
Taken together, Panel C in both Figure 5.17 and Figure 5.18 shed light on disparities in the value of
one working hour across individuals. The least learning time, on average, was observed in Belarus
(2.3 hours) and Finland (2.5 hours). In these two countries, and also in Bosnia and Herzegovina,
Croatia, Montenegro, Serbia and Slovenia, almost 9 out of 10 students attended language-of-
instruction classes for 3 hours per week or less. For example, in general upper secondary
programmes, the number of days of teaching is 11% higher in the French Community than in the
Flemish Community (177 days compared to 160 days) due to differences in how a school day is
defined in the regulations. These relationships were observed both across OECD countries and
across all countries and economies, even after accounting for per capita GDP ( Figure V.6.12 ).
Finally, the incidence of teleworking was highest on average. Greece 20 days Entitlement increases
after one year of service. 24 days for a 6 working days week. Following the same logic as exposed
above for normal hours, the governance of overtime and maximum weekly hours across OECD
countries can be described in terms of how binding the limits on overtime and maximum hours are
and how easily averaging mechanisms for overtime or maximum hours can be introduced. Belgium,
France 7 and Australia 8 have a lower limit. Students who spent an hour or less per week in
language-of-instruction lessons scored 425 points in reading; those who spent two hours per week
scored 463 points (36 points higher than the prior group); and those who spent three hours per week
scored 499 points (37 points higher than the prior group). Source: OECD Policy Questionnaire on
Working Time Regulation, 2020. This may result in teaching time being overestimated by a few days
in these countries.
Mexico: actual hours worked during the reference week that the employee considers as hours usually
worked in main job (Question Q5b: What days and how many hours did you work last week.
Source: OECD Policy Questionnaire on Working Time Regulation, 2020. Although contact time is a
substantial component of teachers’ workloads, preparing for classes and necessary follow-up,
including correcting students’ work, also need to be included when making comparisons.
Disadvantaged students who spent four hours per week in language-of-instruction lessons scored
five points lower than disadvantaged students who spent three hours per week in language-of-
instruction lessons, on average across OECD countries. The effects of the economic crisis of 2008
continue to curb any significant increases. Some countries also encourage older teachers to stay in
the teaching profession by diversifying their duties and reducing their teaching hours. In some
countries (e.g. the Czech Republic, France, Sweden), access to paid leave may be granted before one
year of service (see Annex Table 5.A.4 ). In many cases, these aspects are defined in collective
agreements at various levels or determined in individual contracts. The OECD average number of
hours spent in the classroom per year for lower elementary or middle school teachers was 694 hours.
However, caution is necessary when comparing information at the subnational level due to the
following considerations: potential differences in the regulations between countries and between
subnational regions within countries, how data are reported for the different subnational regions, and
varying data availability for subnational regions within countries. School heads in these countries
may have more autonomy in organising their work and responsibilities (Table X3.D4.9 in Annex 3).
Definitions Actual teaching time is the annual average number of hours that full-time teachers teach
a group or class of students. Hopko and Ashcraft, 1999); from school attachment to academic skills,
school dropout and even juvenile delinquency (Finn, 1989; Hirschi, 1969; Valeski and Stipek, 2001);
or from intrinsic motivation. On average, the school heads’ annual statutory working hours do not
vary much between levels of education: they average 1 658 hours at the pre-primary level, 1 630
hours at primary level, 1 628 hours at lower secondary level and 1 632 hours at upper secondary
level. On average, school heads’ annual statutory working hours do not vary much between levels of
education: they average 1 656 hours at pre-primary level, 1 627 hours at primary level, 1 626 hours at
lower secondary level, and 1 627 hours at upper secondary level. As Americans head to the polls in
2024, the very future of our country is at stake. While the incidence of time poverty was highest for
highly educated individuals in the 2000s, it rose most strongly for workers with the lowest level of
education in the last decade. In some countries, this number is set in the law (statutory normal
working hours), in others it is set in collective agreements (negotiated normal working hours). Source:
OECD calculations based on the Canadian Labour Force Survey (CLFS) and the European Union
Labour Force Survey (EU-LFS). In Israel, the Ministry of Labour introduced in March 2020 a
temporary permission to work additional hours up to 67 hours a week (including overtime) but no
longer than 90 extra hours a month. Dates and sectors can be determined by Royal Decree. Data
available at, Education at a Glance Database. Data are based for the European countries on the 4 th,
5 th and 6 th waves of the European Working Conditions Survey (EWCS) for 2005, 2010 and 2015,
on the 1srt, 3 rd and 5 th Korean Working Conditions Survey for Korea and on the American
Working Conditions Survey for the United States (2015 only). It also contains workers’
characteristics and can be used for analyses by groups. This may be specified either as the number of
hours teachers must be available at school for teaching and non-teaching activities, or as the number
of total working hours. Maximum teaching requirement for school heads in the Education and
Training Board Sector. Deviations directly granted in the law also exist for particular groups, but
they are not considered in this chapter as a source of variation from the norm: indeed such statutory
derogations merely set different rules for different groups, but those rules are binding, and local
actors cannot deviate from them. In other words, the relationship between working hours regulation
and working time outcomes is not a straightforward one, even when considering different sources of
rules and their articulation. Having a room in the school available for homework hinges on the
school’s infrastructure. Countries and economies are ranked in descending order of the number of
teaching hours per year in general upper secondary education. In most countries, managers are
exempted from the limits on overtime. 1. Limits indicated here for the Czech Republic, are limits for
“ordered” overtime that can be imposed by employers; in addition, limits for “agreed overtime” are
as follow: maximum 8 hours on average in a reference period of 26 weeks, up to 52 weeks by
collective agreement. 2. In Greece, hours between 40 and 45 are called “extra hours”, while hours
between 45 and 48 are “overtime hours’. However, teaching hours vary by only 5% between the two
communities (620 hours in the Flemish Community compared to 589 hours in the French
Community).
Higher statutory maxima exist in Chile, Colombia, Israel, Mexico and Turkey. StatLink Table D4.5.
Organisation of school heads’ working time (2019) Number of statutory working weeks, working
days and total working hours in public institutions over the reference year Note: See Definitions and
Methodology sections for more information. In New Zealand, Poland and Slovenia, for example,
lower secondary teachers actually teach 6 to 15% more hours than their statutory teaching time
(Figure D4.6, available on line). Possibility to negotiate a compensation in case a public holiday
coincide with a rest day. On average across OECD countries in 2018, creative extracurricular
activities were more frequently offered in advantaged (2.12 in the index) than in disadvantaged (1.65
in the index) schools, in urban (1.94 in the index) than in rural (1.65 in the index) schools, and in
private (2.08 in the index) than in public (1.93 in the index) schools. In some countries, this number
is set in the law (statutory normal working hours), in others it is set in collective agreements
(negotiated normal working hours). StatLink Figure 5.19. Trends in the number of hours of work
needed to escape poverty at the minimum and average wage, 2001 and 2019 Note: Figures are based
on taxes and benefits simulations, for a single person without children earning either the minimum
wage or the average wage. Although, as explained above, time spent on personal care has increased
throughout that period. It could also indicate that teachers have to perform these tasks in their own
time and hence work more hours than required by their statutory working hours. In Finland, Iceland,
Mexico, the Republic of Moldova, Norway, Qatar and Turkey, the share increased by more than ten
percentage points, but it decreased by more than ten percentage points in Brazil and Denmark. Wire
service provided by AFP and Press Association. However, this does not mean that teachers are given
total freedom to carry out other tasks. Hopko and Ashcraft, 1999); from school attachment to
academic skills, school dropout and even juvenile delinquency (Finn, 1989; Hirschi, 1969; Valeski
and Stipek, 2001); or from intrinsic motivation. However, travel time as part of paid work activities
and pleasure drives are classified in category 1 (paid work or study) and category 4 (leisure)
respectively. Yet working conditions for teleworkers are laid out in encompassing legal frameworks.
Overtime hours: hours worked in excess of normal hours, that are subjected to specific conditions,
such as workers’ possibility to refuse working overtime, or the application of overtime compensation,
in the form of higher pay rates, or additional time-off. Turning to patterns by levels of education, on
average across countries, workers with upper-secondary education spent the most time in paid work
and those with tertiary education the least, in both decades. Refer to the source table for details. 3.
Average planned teaching time in each school at the beginning of the school year. The teaching load
for primary school teachers is slightly lighter than for lower secondary school teachers in Costa Rica,
Estonia and Lithuania, and much lighter in Mexico (Table D4.1a). In accordance with expectations,
in countries with a uniform regulation of normal hours, usual hours observed for the median full-
time employee tend to follow the statutory limit 41 (see Annex Figure 5.A.1 ).The same holds true in
three out of four countries allowing for a limited variation of normal hours regulation. 42 There is
slightly more divergence between the median usual week and regulatory limits in countries where
more variation in normal weekly hours are possible. The amount of time available for these non-
teaching activities varies across countries; a larger proportion of statutory working time spent
teaching may indicate that a lower proportion of working time is devoted to these activities. An
OECD survey compared the homework loads of 15-year-old students in all member countries and
found the average to be about 4.9 hours a week. In the US, the average was 6 hours a week, not too
far above the international average. Tutoring and its Implications for Policy Makers in Asia, Asian
Development Bank, Mandaluyong City. For example, in general upper secondary programmes, the
number of days of teaching is 12% higher in the French Community than it is in the Flemish
Community (178 days compared to 159 days) due to differences in how a school day is defined in
the regulations. The COVID-related regulation on occupational accidents (establishing employer
liability for work accidents in the home office) was made permanent, but limited to the employee’s
home (excluding other places of remote work). A recent OECD survey gathered information on the
requirements of teachers in public schools related to continuing professional development (CPD)
activities. Within this group, Colombia, Germany, the Netherlands, Spain, and Switzerland allow for
limited local variation of the maximum hours limit, but more extensive variation for normal hours;
Canada, Hungary and Slovenia allow for a limited variation of the limit on normal hours, but more
extensive variations for maximum hours; and Austria, New-Zealand, Norway and Sweden allow for
extensive variations on both dimensions. Teachers in Finland, Iceland, Japan, Korea, Norway,
Poland, the Slovak Republic, Slovenia, Turkey and the Russian Federation teach for three hours or
less per day, on average, compared to six hours or more in Costa Rica ( Table D4.1 ). Box D4.2.
Teaching and working time at the subnational level There are regional differences in teachers’
statutory teaching and working time in the four countries (Belgium, Canada, Korea and the United
Kingdom) reporting subnational data. It also asked about the purposes of these additional lessons.
See Source section for more information and Annex 3 for notes ( ).