– Alle superiori in Ita si studia “troppo poco”: uhm, davvero?
– Siamo pigri, dobbiamo fare come gli asiatici che invece a scuola si fanno il mazzo. O forse no…
– Bla bla vari su stakanovismo studenti non-Ita o riforme scuola Ita che mancano totalmente il punto)
To answer, I think we should take into account three metrics:
1. How much time you need to spend in class
2. How much time you need to spend doing homework
3. The material’s difficulty level
I don’t know about 3, but we can find an answer to 2 here: Homework around the world: how much is too much?
China (Shanghai) dominates the chart, with 14 hours/week, followed by Russian Federation (10), Singapore (9.5), Kazakhstan and Italy (9).
All the other countries are below 7.5, with most of them around 5. US, Hong Kong and Australia are around 6.
At the bottom of the chart, we can find the students from Finland, Korea and Czech Republic, who spend an average of 3 hours/week.
Poland also scores relatively high (6.6). Canada, Netherlands and France are around average. Israel, Austria and Denmark are below average. Sweden, Argentina, Chile and Japan are near the bottom.
As for 1, some OECD data about “average number of hours per year of total compulsory instruction time” can be found here.
For “Age 15 – typical programme”, the countries surpassing 1000 hours/year are Austria, France, Italy, Korea, Mexico, Netherlands and Spain.
China has only 750 (most likely evening lessons are counted as tutoring/private study, hence why they top the other chart but not this one).
Finland 856, Russia 912, Czech Republic 950.
Poland, Chile, Greece, Hungary and Sweden are at the bottom, with less than 700 h/y.
US hours vary a lot between different States, but, judging from this, it seems they’re around 950–1000 on average.
I couldn’t find data for Kazakhstan, Hong Kong and Singapore.
In another chart, Education resources – Teaching hours – OECD Data, “teaching hours” in “upper secondary” education, the countries at the bottom are Denmark, Greece, Russia, Japan, Norway, Iceland, Finland, Korea (contradicting the other data), Israel and Poland.
Italy and France here are around the OECD average.
Argentina, Chile (contradicting the other data), Mexico, Australia, New Zealand, Canada and Netherlands top the chart.
Korea, the current #1 performer in nearly every international assessment, seems less demanding and more balanced than both China and Italy.
Singapore, another top performer, is likely very demanding, near the Chinese level.
Japan, another top performer, seems on the other hand less demanding than all four.
Finland, another regular top performer, is instead much more relaxed and less demanding not just than all the other five, but even than the OECD average.
Poland, Netherlands, Russia and Canada seem all fairly demanding, with above average demands correlated to top results. Hong Kong is probably the same.
Israel, Denmark and Czech Republic seem to be highly efficient (even if less than Japan and Finland), producing more than what they demand.
Italy strikes as highly inefficient: it demands top commitment and dedication from students, but it doesn’t top charts.
The examples of, above all, Italy, Japan and Finland, suggest that making school ‘hard’ and making it ‘efficient’ are two different things.
Now, some observations on #3 and Italy:
In the Italian case, the only type of institute being equally demanding in both Humanities+Philosophy and Science+Math areas is the so-called Liceo Scientifico (Science High School).
Plus, difficulty varies a lot on a regional/local basis, with some regions like Lombardia, Trentino-Alto Adige, Friuli Venezia-Giulia being particularly hard on students, and many others being softer (see Quant’è generosa o severa la tua scuola superiore alla maturità? and Maturità, la geografia dei voti racconta un Paese diviso).
Probably, at the end of the day, Iocal differences weigh more than the institute’s type, and a good HS in the 5–6 ‘hard’ regions is still hard.
A final consideration on the Italian case:
Not many people know Italian HS actually demands top commitment both in lessons hours/year and in homework hours/week when compared to the rest of the world (points #1 and #2).
The material’s difficulty and teacher’s strictness (point #3) are two metrics that vary a lot between regions and institutes, especially in the Italian case. If we take into account this big internal heterogeneity (that can help us understand why the national system as a whole isn’t a top performer, even if it’s not enough) and we add it to the previous observation, it means the ‘hard’ regions (Lombardia, Trentino-Alto Adige, Friuli Venezia-Giulia, Liguria, Piemonte, Veneto – more or less in this exact order) and the ‘hard’ institutes are actually *really* hard.
Conclusion: if you attended an Italian Liceo Scientifico in one of the ‘hard’ regions, you attended one of the hardest and most demanding high schools in the world.