Collection QUALITY ASSESSMENT AND ASSURANCE IN EDUCATION Series Education Policy Instruments NATIONAL STRATEGY FOR THE DEVELOPMENT OF READING LITERACY 2019–2030 Naslov poglavja 21 Collection The National Framework for Quality Assessment and Assurance QUALITY ASSESSMENT AND in Education (MESS 2017)1 establishes guidelines to integrate ASSURANCE IN EDUCATION the monitoring and evaluation of education in Slovenia into a comprehensive unified system, synthesising various, numerous pieces of information and data in the field of education while promoting the use of information and data in the planning and consideration of strategies and measures for development at the level of the system and educational institutions. This ministerial collection is part of a comprehensive and long-term development process. It is intended to help pave the way for evidence-based policy and practice by publishing concise information and data and making them available to a wider readership. As planned, the series will also include key development documents and examples of best practices in education. The publications are available on the on the National Education Institute Slovenia website (digital reading room) at www.zrss.si/digitalna-bralnica/zbirka-kakovost/ The series on the Education Policy Instruments contains relevant documents on the strategic development of education policy. Series EDUCATION POLICY INSTRUMENTS 1 The Ministry of Education, Science and Sport, ‘National Framework for the Quality Assessment and Assurance in Education (2017)’ as adopted at the Minister’s Collegial Body in April 2017, https://www.eqavet-nrp-slo.si/wp-content/uploads/2018/05/Nacionalni_ okvir_Kakovost_Feb_2017-7.pdf Collection International Large-scale QUALITY ASSESSMENT Assessments and Research AND ASSURANCE IN EDUCATION National Assessments and Research National Evaluation Reports Education Policy Instruments Good Practices NATIONAL STRATEGY FOR THE DEVELOPMENT OF READING LITERACY 2019–2030 Ljubljana 2024 Collection QUALITY ASSESSMENT AND ASSURANCE IN EDUCATION Education Policy Instruments Series National Strategy for the Development of Reading Literacy 2019–2030 Working Group on the Review and Update of the National Strategy for the Development of Reading Literacy (set up by the Ministry of Education, Science and Sport, 2014–2018): – Dr. Sonja Pečjak, Faculty of Arts, University of Ljubljana – Head – Milena Bon, Library System Development Centre, National and University Library – Member – Mag. Nataša Bucik, Ministry of Culture – Member – Mag. Marjeta Doupona, Educational Research Institute – Member – Mojca Gobec, Ministry of Health – Member – Ada Hočevar Grom, National Institute of Public Health – Member – Dr. Nataša Demšar Pečak, Ministry of Labour, Family, Social Affairs and Equal Opportunities – Member – Mag. Darja Lavrenčič Vrabec, Ljubljana City Library, Pionirska Library – Centre for Youth Literature and Librarianship – Member – Mag. Marija Lubšina Novak, Brežice Basic School – Member – Mag. Esther Možina, Slovenian Institute for Adult Education – Member – Dr. Fani Nolimal, The National Education Institute Slovenia – Member – Aleš Ojsteršek, Ministry of Education, Science and Sport – Member – Dr. Simona Bergoč, Ministry of Culture – Member – Dr. Nataša Potočnik, The National Education Institute Slovenia – Member – Nada Požar Matijašič, Ministry of Education, Science and Sport – Member – Dr. Igor Saksida, Faculty of Education, University of Ljubljana, University of Primorska – Member – Dr. Marko Stabej, Faculty of Arts, University of Ljubljana – Member – Bronka Straus, Ministry of Education, Science and Sport – Member – Dr. Magdalena Šverc, Institute Anton Martin Slomšek, Maribor – Member – Jelka Velički, Education, Science and Culture Trade Union of Slovenia – Member – Dr. Darko Zupanc, National Examinations Centre – Member – Helena Žnidarič, Institute of the Republic of Slovenia for Vocational Education and Training – Member – Vlasta Vičič, Slovenian Book Agency – Member – Renata Zamida, Public Book Agency – Member Editor Nada Požar Matijašič Translator Eleonora King Videtič, Translation and Interpretation Division, Secretariat-General of the Government of the Republic of Slovenia Copy edit Saša Ambrožič Deleja Design Žiga Valetič Computer page layout Cicero, d. o. o Publishers The Ministry of Education and The National Educational Institute Slovenia For the publishers dr. Vinko Logaj, Jasna Rojc Managing editor Maja Mihelič Debeljak Online edition Ljubljana, 2024 Adopted in the 55th regular session of the Government of the Republic of Slovenia as of 19 December 2019. The publication is free and available at: www.zrss.si/pdf/strategy_reading_literacy.pdf Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 214264835 ISBN 978-961-03-0865-2 (Zavod Republike Slovenije za šolstvo, PDF) Preface Maja Mihelič Debeljak , Director, Education Development and Quality Office Toward a national strategy! Reading literacy is the key to successfully meeting the social challenges of today and tomorrow. It is one of the basic competences that all of us, citi-zens, need to succeed in learning and our professional lives. It is also key to other literacies and lifelong learning. The results of longitudinal studies show that people with strong reading skills have more positive self-esteem and bet-ter health and that a well-developed reading literacy has a beneficial impact on our well-being, ambitions, family life, and social and cultural participation. The significant importance of literacy for individuals and society compels all of us to address this area. School education is critical to the development of reading literacy and culture, as both contribute to the development of an indi-vidual’s language abilities. Considerable progress is only possible if the whole country, all of us, are committed to improving reading literacy and culture. From this point of view, the adoption of the National strategy for the devel-opment of reading literacy 2019–2030 (henceforth: National Strategy) by the Government of the Republic of Slovenia in 2019 was an important step in the right direction. The importance and role of reading literacy in the development of individuals and society were recognised both at the national level and in all areas of social life. The programme was developed by a working group of the ministry responsible for education. The group consisted of professionals from various institutions, namely representatives of higher education institutions, researchers and representatives from various government sectors, public insti-tutes, libraries, and practitioners. It was led by a long-standing and renowned researcher in the field of reading and reading literacy, dr. Sonja Pečjak at the Faculty of Arts, University of Ljubljana. The platform was composed of vari-ous documents: the National Strategy for the Development of Literacy of 2006, recent findings in this field, the results of Slovenian students in large-scale sur-veys (PISA and PIRLS), and the results of various Slovenian projects in the field of reading literacy. With the new strategy, Slovenia joins the group of countries that are making systematic efforts to develop and promote reading literacy. The National Strategy introduces a definition of reading literacy and reading culture, and it outlines reasons for its emergence, its vision, principles, stra-tegic goals and objectives, and the literacy level at each stage of education: from early childhood to adulthood. It also established the mechanisms and approaches for achieving all these goals and objectives. One of the most important commitments for a common approach to im- plement the National Strategy was the establishment of the National Council for Reading Literacy (henceforth: National Council) in early 2021. This cross-sectoral council was established to enable the different government sectors to contribute to the programme’s vision that all citizens achieve a level of reading literacy that enables optimal development of competences for active life and work. The main task of the National Council is to develop an action plan with concrete activities to promote and monitor the implementation of the National Strategy. In 2022, the coordination and development of the action plan for reading literacy for the period 2020 to 2025 were set forth. It is planned to amend the action plan also for the period from 2025 to 2030. The ministry responsible for education has already started to promote reading literacy and reading culture through various mechanisms (annual work plans of public institutes in the field of education, targeted research plans, national projects co-funded by the European Social Fund, etc.). Another step will be the cross-sectoral cooperation aimed at comprehensively integrating joint efforts to improve this competence among different target groups and at various stages of life through the development of programmes, materials, and training and development of education staff in educational institutions and other pedagogical staff, as well as through promotion and networking with various providers, and access to reading materials for all citizens of Slovenia. Together with the relevant sectors, we at the ministry will continue to play our crucial role in the development of reading literacy and reading culture to advance sustainable and practical knowledge that will enable children and young people to achieve creative personal development and success at school and adults to lead successful professional and personal lives. At this point, I would like to express my gratitude to dr. Sonja Pečjak, the head of the working group, to all members of the working group, and to all others who participated in the adoption of the document by the Government of the Republic of Slovenia. The recognition at the highest level gave the docu-ment importance for the whole country. I am particularly pleased that with this strategic development document, we are introducing the new section on the Education Policy Instruments topic as part of the ministry’s Series on Quality Assessment and Assurance. In this way, we hope to contribute to the document’s visibility and by extension, reading literacy and reading culture among a broader professional audience. Finally, I would like to remind and invite you all to read the brief presenta-tions of analyses and results of international studies on reading literacy, such as PIRLS, PISA, and PIAAC, which are available in the International Research and Studies series. CONTENTS 1. WHAT IS READING LITERACY? .............................................................................. 9 2. REASONS FOR THE NATIONAL STRATEGY FOR THE DEVELOPMENT OF READING LITERACY 2019–2030 ..................................................................11 3. VISION AND STRATEGIC GOALS OF LITERACY DEVELOPMENT .............15 3.1 Vision .................................................................................................................. 16 3.2 Strategic goals ..................................................................................................... 17 4. BASIC PRINCIPLES OF THE NATIONAL STRATEGY .............................................19 4.1 Reading literacy as a lifelong right, responsibility, and value ............................... 20 4.2 Awareness of the importance of reading literacy and its promotion .................. 20 4.3 Integrated approach ............................................................................................ 21 4.4 Accessibility, equality, and fairness ..................................................................... 21 4.5 Individualisation and personalisation ................................................................. 21 4.6 Professional excellence and responsibility .......................................................... 22 4.7 High expectations and standards ........................................................................ 22 4.8 Diversity of reading ............................................................................................. 22 4.9 Planning, assessment, and self-assessment ....................................................... 23 5. OBJECTIVES AND LEVELS OF LITERACY BY LEVEL OF EDUCATION .......24 5.1 Early childhood education and care .................................................................... 25 5.2 Basic education ................................................................................................... 26 5.3 Upper secondary education ................................................................................ 29 5.4 Short cycle higher vocational and higher education ........................................... 30 5.5 Adulthood ........................................................................................................... 31 6. IMPLEMENTATIONS OF THE NATIONAL STRATEGY ..................................32 6.1 Programmes, materials and promotion of reading literacy ................................. 33 6.2 Human resources education and training ........................................................... 33 6.3 Network of providers implementing the National Strategy ................................ 34 6.4 Accessibility to reading materials ....................................................................... 34 6.5 Systemic setting .................................................................................................. 34 Annexes ........................................................................................................................... 36 List of tables .............................................................................................................. 37 List of boxes .............................................................................................................. 37 1. WHAT IS READING LITERACY? 1. WHAT IS READING LITERACY? Reading literacy2, as an ability and social practice, develops throughout a Reading literacy is person’s life under different circumstances and in various areas, permeat- the foundation of all ing all aspects of human activities. other literacies. Box 1: Definition of reading literacy in the National Strategy Considering different concepts, this strategy proposes and applies the following baseline definition: Reading literacy is the continuously evolving ability of an individual to comprehend, critically evaluate and use written information. This ability includes developed reading skills, the (critical) understanding of what is read and reading culture (the perception of reading as a value and mo- tivation to read). Therefore, it is the cornerstone of all other literacies3 and is crucial for developing the individual’s capabilities and successful contribution to society. 3 For example mathematical, science, and digital literacies indicate the ability/competence of an individual to understand and solve problems in written communications in a specific field (mathematics, sciences, e-materials); functional literacy emphasises that reading is not an end in itself, but is intended for the effective functioning of individuals in the envi- ronment in which they live; information and media literacies highlight the ability to obtain and (critically) process information. 2 Reading literacy is only one component of literacy, which in addition to reading includes listen-ing, speaking, and writing. As the present document provides a strategy for reading literacy, our primary focus is on reading activity, while writing is only mentioned in connection with the response to what is read. National strategy for the development of reading literacy 2019–2030 10 2. REASONS FOR THE NATIONAL STRATEGY FOR THE DEVELOPMENT OF READING LITERACY 11 2. REASONS FOR THE NATIONAL STRATEGY FOR THE DEVELOPMENT OF READING LITERACY The language of instruction, literacy development, knowledge of the Slovenian language and literature, development of communication in for-eign languages, critical power of thinking and reasoning, ability to understand and communicate, functional literacy, etc. are important terms in the legisla-tion governing the system of education and culture in the Republic of Slovenia. Most often, these terms are used in relation to the educational objectives at individual levels – in kindergartens, basic schools, upper secondary schools, and higher vocational colleges, in higher education or adult education4. The language of instruction is laid down under a special provision for all educa-tional levels, which indicates the central role and importance of the Slovenian language in the Republic of Slovenia, or the Hungarian and Italian languages in ethnically mixed areas. Literacy was attached importance in other strategic documents, namely the White Paper on Education in the Republic of Slovenia (2011), Resolution on the National Programme for Language Policy 2014–2018, Resolution on the National Programme for Culture 2014–2017, Resolution on the National Programme for Youth 2013–2022, Resolution on the National Higher Education Programme for 2011–2020, and Resolution on the Master Plan for Adult Education in the Republic of Slovenia for 2013–20205. 4 Kindergartens Act ((Official Gazette of the Republic of Slovenia [Uradni list RS], Nos 100/05 – official consolidated version, 25/08, 98/09 – ZIUZGK, 36/10, 62/10 – ZUPJS, 94/10 – ZIU, 40/12 – ZUJF, 14/15 – ZUUJFO, 55/15, 18/21), Basic School Act (Official Gazette of the Republic of Slo-venia [Uradni list RS], Nos 81/06 – official consolidated version, 102/07, 107/10, 87/11, 40/12 – ZUJF, 63/13, 46/16 – ZOFVI-K, 76/23, 16/24), General Upper Secondary School Act (Official Gazette of the Republic of Slovenia [Uradni list RS], No 1/07 – official consolidated version, 68/17, 6/18 – ZIO-1, 46/19 in 53/24), Vocational and Technical Education Act (Official Gazette of the Republic of Slovenia [Uradni list RS], No 79/06, 68/17, 46/19 in 53/24 ), Higher Vocational Education Act (Official Gazette of the Republic of Slovenia [Uradni list RS], No 86/04 and 100/13), Higher Education Act (Official Gazette of the Republic of Slovenia [Uradni list RS], Nos 32/12 – official consolidated version, 40/12 – ZUJF, 57/12 – ZPCP-2D, 109/12 and 85/14, 75/16, 61/17 – ZUPŠ, 65/17, 175/20 – ZIUOPDVE, 57/21 – Dec. of the CC, 54/22 – ZUPŠ-1, 100/22 – ZSZUN in 102/23), Adult Education Act (Official Gazette of the Republic of Slovenia [Uradni list RS], No 110/06 – official consolidated version), Organisation and Financing of Education Act (Offi- cial Gazette of the Republic of Slovenia [Uradni list RS], Nos 16/07 – official consolidated ver- sion, 36/08, 58/09, 64/09 – corr., 65/09 – corr., 20/11, 40/12 – ZUJF, 57/12 – ZPCP-2D, 47/15, 46/16, 49/16 – corr., 25/17 – ZVaj, 123/21, 172/21, 207/21, 105/22 – ZZNŠPP, 141/22, 158/22 – ZDoh-2AA in 71/23). 5 Editor’s note: Amended documents: Resolution on the National Programme for Language Policy 2021–2025, Resolution on the National Programme for Culture 2024-2031, Resolution on the National Programme for Youth 2024–2032, Resolution on the National Programme of Higher Education 2030, Resolution on the National Programme of Adult Education 2022–2030. National strategy for the development of reading literacy 2019–2030 12 Other sectors besides education address reading literacy as well. Owing to Reading has its fundamental and versatile role, reading has also found its place in the stra- found a place tegic development document Slovenian Development Strategy 20306. in the Slovenian The concern for ensuring the continuous development of reading lit- Development eracy also arises from the EU recommendations. In 2009, the EU Council for Strategy 2030 due to Education adopted a new strategic framework for European cooperation in its fundamental and education and training to be implemented by 2020. The framework sets the multifaceted role. objective that the share of low-achieving students in reading should be less than 15 % by 2020, which poses a major challenge for the education systems of the EU Member States7. Reading literacy facilitates and fosters the personal development and social inclusion of individuals in the community and the effective economic develop-ment of a sustainable society. It provides the basis for all other types of literacy, which makes the National Strategy for the Development of Reading Literacy (hereinafter: National Strategy) a strategic document setting out the priorities and educational objectives in literacy. Adequate reading literacy for Slovenian citizens is, on the one hand, the responsibility of the state, which must ensure the development, amending, and implementation of the strategy; on the other hand, it is also the responsibility of each individual. Reading literacy is one of the cornerstones of developed language ability; it contributes to advancing the command over a person’s home language and other languages, enhancing linguistic self-confidence, and the individual’s willingness to embrace linguis- Reading culture tic and cultural diversity and to integrate effectively into a digitised society. It as an important also helps in the faster development and improvement of professional com- part of reading petences and in obtaining various qualifications at all levels of education. An literacy is defined important part of literacy is a reading culture defined as the attitude (a set of as the attitude of perceptions and values) of an individual and society toward books and reading. individuals and Reading literacy is also a foundation for further developing the country and society towards national identity. books and reading. The elaboration and revision of this strategy is underpinned by the results of international research studies such as PIRLS, PISA, and PIAAC. These studies have shown that the achievements of Slovenian basic school and upper sec-ondary school students in reading literacy have significantly improved8, yet the share of basic school and upper secondary school students who reach higher 6 Slovenian Development Strategy 2030: In the Knowledge and Skills for a High Quality of Life and Work chapter, reading literacy and the performance indicator are highlighted among the objectives – to maintain the ranking of the Republic of Slovenia in the top quartile of EU coun-tries according to the results of the PISA study on mean score in reading literacy – see also p. 26 of this document. See the Culture and Language as Main Factors of National Identity chapter in the same document. 7 Editor’s note: There are no changes in the Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021– 2030) concerning the reading literacy targets to be achieved at the EU level. 8 Editor’s note: The reading performance of Slovenian fourth-grade students in the PIRLS 2021 declined. The percentage of students who did not reach the lowest milestone of the interna-tional reading achievement scale has increased; also, the rate of students reaching milestones in reading (comprehension) achievement decreased. The 2022 PISA data for Slovenia also shows an overall decline in mathematical, reading, and science literacy among 15-year-olds. Although the average performance in mathematics and science is still above the average of OECD member countries, the performance in reading literacy was below the average of OECD member coun-tries compared to the 2009 and 2012 achievements. REASONS FOR THE NATIONAL STRATEGY FOR THE DEVELOPMENT 13 OF READING LITERACY 2019–2030 levels of reading literacy is still insufficient. Although many students master less Various ministries challenging (basic) reading processes, they have difficulties reaching a higher are responsible for reading response level (e.g., the critical evaluation of what is read). As regards implementing the adults, the survey shows an insufficient level of reading literacy. Consequently, National Strategy a planned approach is required, and development incentives should be de- at systemic level, signed. The implementation of the strategy is designed in such a way that it but above all the complements and builds on the various already-adopted programmes for the ministry responsible development of Slovenian society, while also containing measures that will for education. further accelerate the development of reading literacy. With the National Strategy the Government of the Republic of Slovenia (hereinafter: the gov-ernment) assumed its share of responsibility for developing reading literacy among Slovenian citizens. Implementing the strategy at the systemic level is under the authority of the ministry responsible for education, the ministries responsible for culture, family affairs, and health and others take on their share of responsibility. Only literate individuals facilitate the overarching develop-ment of Slovenian society. National strategy for the development of reading literacy 2019–2030 14 3. VISION AND STRATEGIC GOALS OF LITERACY DEVELOPMENT 3.1 Vision 3.2 Strategic goals 15 3 VISION AND STRATEGIC GOALS OF LITERACY DEVELOPMENT 3.1 Vision The Republic of Slovenia strives to provide all its inhabitants with the nec-essary level of reading literacy so they can optimally develop their ability to live and work actively. By creating the conditions for effective progress in reading literacy, it will be easier to achieve economic progress, implement sus-tainable development policies, and strengthen social cohesion in Slovenia. The process of lifelong learning at the national level can be effectively implement-ed only through the continuous development of reading skills in all age groups. Box 2: Vision of the reading literacy development in Slovenia The aim is to make the reading-literate inhabitants of Slovenia aware that education is a lifelong process, that the circumstances in which we live, and work are constantly changing, and, with that, we change. Adapting to new conditions is a vital necessity, and well-developed read- ing literacy is a fundamental building block of development. The inhabit- ants of Slovenia are aware of the importance of reading literacy at all stages of life, and we experience reading as a value important for per- sonal growth and the development of the Slovenian and international knowledge-based society. We understand reading in the broadest sense as a basic means of acquiring new knowledge that we must constantly develop independently, in a guided manner, and cooperation with various institutions. With a positive attitude towards reading literacy and effective state-support- ed infrastructure for acquiring knowledge, skills, and abilities, Slovenia stands shoulder to shoulder with the most developed literate countries in terms of the level of achievements. As a successful country, it participates equally in glo-balisation processes, co-creates economic, technological, social, and cultural movements, and enables its inhabitants to have a high-quality and creative life. National strategy for the development of reading literacy 2019–2030 16 3.2. Strategic goals of literacy development The strategic goal of reading literacy development is to develop skills, abili-ties, attitudes, and knowledge related to reading among all inhabitants of Slovenia, to enable a healthy, environmentally, and socially responsible life and work, as well as effective and creative professional and social functioning. To achieve the highest possible level of literacy in all areas of private and social life, it is necessary to: Create an effective social framework for the development of reading literacy: – Spread the understanding that reading literacy is a fundamental skill for acquiring and generating new knowledge in personal and professional life and working in the community – Ensure basic standards of reading literacy for successful integration into society – Develop a reading culture – the attitude of an individual and society to- ward reading and a variety of reading materials – Develop internal, social, and external motivation to read and to express what is read. Develop the reading literacy of individuals who have distinct roles, needs, and requirements at different stages of their lives, and thus enable the con-tinuous development of society and the economy: – Develop reading literacy and reading culture in the family, at school, at work, during leisure time, and elsewhere – Develop reading strategies and the ability to read critically – Increase social engagement in literacy development for vulnerable groups9 – Monitor or review reading literacy levels and compare them with interna- tional outcomes – Promote research, development, and expertise in reading literacy. Improve access to books and other reading materials: – Systematically encourage investment in the production of good-quality books and other reading materials – Support library activities and various projects to effectively promote read- ing in the community – Provide access to a wide range of reading materials and guidance in their selection and use at all stages of their life. 9 Vulnerable population groups are people at higher risk of social exclusion and with unequal opportunities (Human Resources Development Operational Programme 2007–2013. Ljubljana: Government Office for Local Self-Government and Regional Policy, 2008). In the field of literacy, these groups include, among others: the poor, less educated adults, migrants, refugees, Roma, children and adults with special needs, etc . 17 Pay greater attention to individual age/target groups within the education system: – Develop reading literacy and reading culture in the family, as well as build emergent literacy skills among preschool children for the successful fur- ther development of literacy – Ensure early measurement of reading literacy levels in the language of instruction, and based on this, develop differentiated programmes for its development, e.g., for low performing in reading literacy and talented readers – Develop basic and internationally comparable reading skills in the early years of schooling and develop and maintain positive attitudes toward reading – Develop reading literacy in later grades of basic school and upper second- ary school for successful further schooling, learning, and vocational training – Promote the further development and improvement of reading literacy and awareness of the importance of lifelong literacy development among students in short-cycle higher vocational education and higher education – Promote the development of reading literacy and reading culture among adults in the context of formal, non-formal, and informal learning. National strategy for the development of reading literacy 2019–2030 18 4. BASIC PRINCIPLES OF THE NATIONAL STRATEGY 4.1 Reading literacy as a lifelong right, responsibility, and value 4.2 Awareness of the importance of reading literacy and its promotion 4.3 Integrated approach 4.4 Accessibility, equality, and fairness 4.5 Individualisation and personalisation 4.6 Professional excellence and responsibility 4.7 High expectations and standards 4.8 Diversity of reading 4.9 Planning, assessment, and self-assessment 19 4 BASIC PRINCIPLES OF THE NATIONAL STRATEGY Literacy is an asset of civilisation and one of the conditions for preserving na-tional identity. Reading literacy is crucial for all areas of social life and activ-ity. The basic principles of the National Strategy set out general guidelines at all levels, areas, and activities that influence the development of reading literacy and create learning environments for its development. 4.1 Reading literacy as a lifelong right, responsibility, and value The state provides its inhabitants with the right to develop reading literacy at all stages of life and within the framework necessary to ensure a good quality of life, effective education, and professional and social functioning. The development of reading literacy is the responsibility of the government, ministries, media, local communities10, other education providers, employers, parents, and everyone. Promoting reading literacy as one of the most important values of Slovenian society is the responsibility of professional and political circles. 4.2 Awareness of the importance of reading literacy and its promotion Raising awareness of the importance of reading culture and reading litera-cy and its effective promotion are integral to implementing the National Strategy. Kindergartens, schools, universities, adult education providers, librar- ies, cultural institutions, employers, trade unions, NGOs, the media, and other institutions of public interest that integrate reading literacy into their strategic plans play a key role in raising awareness and promotion. 10 In the National Strategy, the term ‘professionals’ refers to professional workers engaged in education (preschool teachers, teachers, professors, school librarians, counsellors, etc.), culture, and other institutions of public interest. National strategy for the development of reading literacy 2019–2030 20 4.3 Integrated approach Activities to raise reading literacy levels include all ages – children, adoles-cents, and adults. The lifelong integrated development of reading literacy is carried out for different needs at all stages of life. This development is included in the strategic documents of governmental and non-governmental organisations and other institutions of public interest. Reading literacy and reading culture are developed through formal and non- formal education and informal learning. National and local policies develop long-term, coherent, and interrelated programmes and measures to develop reading literacy and reading culture. They also ensure the cooperation of vari-ous institutions and cover various areas of activity, partnerships, and mutual support at the national, regional, and local levels. Those responsible at the national and local levels provide opportunities for the continuous development of good reading literacy practices and their inte-gration into all systems. 4.4 Accessibility, equality, and fairness Accessibility to all levels and areas of education and training is a prerequisite for the lifelong development of reading literacy and reading culture, which can be achieved by maximising local coverage, thus ensuring the possibility of learning at all stages of life. Kindergartens, schools, adult education providers, libraries, and cultural institutions play a key role here. The planning of activities is based on the needs of people, the environment, and professional principles. To ensure equality and fairness, the level of reading literacy achieved needs to be monitored among the entire population, while any disparities between social groups and individuals need to be systematically addressed. Particular attention is paid to identifying the levels of early reading literacy achieved and to taking appropriate measures to ensure that any lagging behind can be ad-dressed in a timely manner. The necessary measures are also planned and im-plemented by regarding positive discrimination against vulnerable groups. 4.5 Individualisation and personalisation Professionals and other education providers ensure that reading literacy is advanced according to individuals’ prior knowledge, interests, and other characteristics. This applies to both less proficient readers and those with a higher level of reading literacy. They remove potential barriers to reading lit- eracy development, regularly monitor progress, raise awareness of the read- ing process, and reinforce the belief that achieving reading goals involves hard work and perseverance. 21 4.6 Professional excellence and responsibility The commitment to developing one’s own reading literacy and reading cul-ture, as well as to developing the reading literacy and reading culture of learners, is the responsibility of all professionals at all levels and areas of edu- cation and training: namely, from those responsible for (pre)literacy to teach- ers, lecturers in all subjects at all levels of education, non-formal education and training (particularly those providing education for the profession of a teacher and librarian), and professionals in other areas (culture, health, etc.). Therefore, all of them – both present and prospective professionals – need to be provided with the necessary skills at the undergraduate and postgraduate levels of education, and through continuous professional training. Their moti- vation and professional autonomy need to be facilitated by providing opportu- nities for continuous professional growth. Thus, we systemically ensure the high-quality development of emergent lit- eracy and initial literacy and the further development of reading literacy at all stages of life. It bears adding that the participation of all stakeholders in the preschool period and the initial period of schooling is particularly important. 4.7 High expectations and standards Regarding the development of reading literacy, our expectations are high for all, regardless of personal, socio-economic, and other social differences between individuals and groups. The achievement levels in reading literacy are systemically checked and assessed at the transitions from one educational period to another and from one level of education to another. Considering the verification and assessment results, responsible educational institutions prepare appropriate measures for individuals, various groups, and the entire population. 4.8 Diversity of reading Reading materials for learning and leisure should be diverse in terms of their format (printed, electronic, and interactive material), content, and language. The right to choose, understand, and evaluate the text should be respected. Children, adolescents, and adults learn to apply different reading strategies for reading texts from various fields, in different circumstances, and for various purposes. A reading culture needs to be developed across all age groups and leisure reading encouraged, with professionals in education and parents work-ing closely with cultural institutions and libraries. National strategy for the development of reading literacy 2019–2030 22 4.9 Planning, assessment, and self-assessment The activities for the development of reading literacy should be continuous-ly planned and monitored systemically, and the achieved levels of reading literacy should be (self-)assessed. The relevant institutions should cooperate and work together in transferring research results and findings into practice and in exchanging good practices. External verification with a focus on measuring reading literacy levels should be defined and strengthened at all levels of education and in all age brackets. The implementation of the National Strategy and other relevant documents related to literacy development needs to be continuously monitored, which is the responsibility of the ministry responsible for education. 23 5. OBJECTIVES AND LEVELS OF LITERACY BY LEVEL OF EDUCATION 5.1 Early childhood education and care (0–6 years) 5.2 Basic education 5.2.1 First educational cycle (6–9 years) 5.2.2 Second educational cycle (9–12 years) 5.2.3 Third educational cycle (12–15 years) 5.3 Upper secondary education (15–19 years) 5.4 Short cycle higher vocational and higher education (19 years and older) 5.5 Adulthood National strategy for the development of reading literacy 2019–2030 24 5 OBJECTIVES AND LEVELS OF LITERACY BY LEVEL OF EDUCATION 5.1 Early childhood education and care – ECEC (0–6 years) Table 1: Specific objectives and literacy levels in ECEC SPECIFIC OBJECTIVES LITERACY LEVELS AT 11 THE END OF ECEC – Raise awareness of all current and – Through various organised forms prospective parents about the impor- of education, informed parents are tance of family reading, early literacy made aware of the importance of development, and reading culture family reading, early literacy, and through organised forms of education. reading culture. – Provide all children in kindergarten – Children have developed pre-reading and other forms of organised care and pre-writing skills. with stimulating pre-reading and pre-writing activities to develop the conception of printing, phonologi- cal awareness, graphomotor skills, and visual perception, according to their developmental characteristics and considering individual needs, in- terests, and environment from which they come. – Provide children with opportunities – Children are motivated to listen to through didactic play to learn the lan- and read texts. guage, develop speaking skills, expand – Children talk about what is read. vocabulary, develop an understanding of what they read, and develop positi- ve attitudes toward reading. – Instil in children the habit of using li- – Children, together with adults, use terary and non-literary materials and literary and non-literary materials, various media. and various media, and visit the li- brary. – Provide a range of free quality leisure – Children are involved in a variety of activities in local communities to pro- free leisure activities to promote the mote the development of emergent development of emergent literacy. literacy. 11 Vulnerable population groups should be able, depending on their characteristics, to always achieve these objectives, through different forms of support and assistance. 25 5.2 BASIC EDUCATION 12 Tables 2a, 2b, 2c list specific objectives and literacy levels in basic education by cycle. 5.2.1 First educational cycle (6–9 years) Table 2a: Specific objectives and literacy levels in the first educational cycle SPECIFIC OBJECTIVES LITERACY LEVELS AT THE END OF THE FIRST EDUCATIONAL CYCLE – Develop through an individualised – Students are motivated to read. approach: – They read texts fluently and with » Reading culture and motivation comprehension of at least 500 words. for students to read – They speak clearly and intelligibly » Reading fluency and compre- about what they have read. hension of what is read – They write clear, varied, and compre- » Technique of writing and pro- hensible texts about what they have ducing texts. read, ranging from 100 to 150 words. – Expand the vocabulary of students in- – Students learn the vocabulary that tensively. allows them to read, learn, and com- municate successfully. – Raise parents’ awareness of the im- – Students read a variety of reading portance of family reading and the de- materials in their free time (family velopment of reading culture through incentives). organised forms of education. – Learn about the locations and use of – Students know and use the locations reading resources and other informa- of reading resources (libraries, Inter- tion sources (e.g., libraries, Internet, net, etc.) in meaningful ways. etc.). 12 The compulsory basic education in Slovenia is organised as a single-structure primary and lower secondary education divided into three educational cycles. National strategy for the development of reading literacy 2019–2030 26 5.2.2 Second educational cycle (9–12 years) Table 2b: Specific objectives and literacy levels in the second educational cycle LITERACY LEVELS AT THE END SPECIFIC OBJECTIVES OF THE SECOND EDUCATIONAL CYCLE – Develop a reading culture and motivate – Students are motivated to read at students to read different types of texts school and elsewhere. at school and in their free time. – Develop automated reading techniques – Students read texts fluently, aloud and reading with comprehension. and silently, and comprehend what they read. – Systematically build vocabulary necessa- ry for reading with fluency and compre- hension. – Teach students to use reading compre- – Students are familiar with and hension strategies, e.g., the main idea use basic and (some of them) strategy, understanding relationships be- also complex reading strategies to tween parts of a text, summarising and identify the main idea, summarise, comparing parts of a text. edit, and critically evaluate infor- – Raise awareness of their own reading mation. process and learning through reading. – Teach students to use complex strategies to achieve higher literacy levels in longer texts (find and organise multiple parts of the text, use important information to solve new problems, strategies for criti- cally evaluating a text). – Teach students to respond to what they – Students write and justify their read by independently writing a text and responses to what they read in a justifying their responses. guided and independent manner. – Train students to use print and digital – Students use various reading (online) reading sources. sources mostly independently and critically. – Develop critical thinking skills in selec- ting and using a variety of reading sour- ces. – Teach and encourage students to use – Students use school and public li- school and public libraries independen- braries mostly independently. tly. 27 5.2.3 Third educational cycle (12–15 years) Table 2c: Specific objectives and literacy levels in the third educational cycle SPECIFIC OBJECTIVES THIRD EDUCATIONAL CYCLE LITERACY LEVELS AT THE END OF THE – Promote a reading culture and moti- – Students are motivated to read at vation to read longer and more chal- school and elsewhere. lenging texts in all subjects in and out of school. – Develop comprehension of what is – Students read longer and more challeng- read through a fluent, flexible rea- ing texts fluently and adjust their reading ding13 of a variety of texts. speed to the demands of the text. – Systematically build vocabulary that enables reading comprehension. – Train students to select and use ba- – Students independently select print and sic and complex reading strategies other sources of information according to achieve a basic and higher level to purpose and apply appropriate read- of reading literacy. ing strategies. – Develop the ability to accept and – Students compare multiple texts and understand reading content critical- evaluate them using a variety of criteria. ly: Form assumptions and find argu- – Students independently form and justify ments for them in the text, use the assumptions based on data contained in information to solve new problems, the text. compare multiple texts, and evalu- ate text(s) using a variety of criteria. – Develop the ability to write inde- – Students independently write texts and pendently and justify answers to justify their answers to what they have questions about what is read. read. – Learn to make an independent, – Students independently select and use purposeful, critical, and responsi- print and other sources of information ble choice, and use print and other in a purposeful, critical and responsible sources of information. manner. – Learn how to use school and public – Students independently use school and libraries independently. public libraries. – They use what they have read to solve problems in various situations – in learn- ing situations and in situations in their personal lives. – The level at the end of the basic school programme: At least the basic level of reading literacy14 is achieved by at least 90 % of the students; the highest level of reading literacy (competence) is expect- ed15 to be reached by at least 10 % of the students16. 13 Flexible reading: the reader’s ability to use different reading speeds depending on the purpose and type of reading material. 14 The basic level of reading literacy is the second level in the PISA survey. 15 The highest levels of reading literacy are the fifth and sixth levels in the PISA survey. 16 In connection with the Slovenian Development Strategy 2030, the indicator of progress is to maintain the ranking of the Republic of Slovenia in the top quartile of EU countries according to the results of the PISA study on mean score in reading literacy. National strategy for the development of reading literacy 2019–2030 28 5.3 UPPER-SECONDARY EDUCATION (15–19 years) Table 3: Specific objectives and literacy levels in upper-secondary education SPECIFIC OBJECTIVES LITERACY LEVELS AT THE END OF UPPER SECONDARY EDUCATION – Promote and develop the building – Students are motivated to read a va- blocks of reading literacy for indepen- riety of texts and insist on more chal- dent work with texts, i.e., commit- lenging reading tasks. ment, perseverance, and knowledge about reading processes that enable good reading comprehension. – Provide a stimulating environment for – Students can justify the importance the development of a reading culture. of literacy for working in society and identity building. – Develop the ability to connect, inter- – Students read independently and pret and critically evaluate informa- summarise texts orally or in writing tion in a variety of text types, and in accordance with the complexity of the ability to justify an opinion about the programme. what is read. – They link and critically evaluate infor- mation in different types of texts. – Obtain in-depth knowledge of the lin- – Students demonstrate reading and guistic and sociocultural features of writing through meaningful text that written communication. is stylistically and linguistically cor- rect. – Students know and consider the cha- racteristics of text types and language rules when responding to what they read orally or in writing. – Promote the use of reading learning – Students select and explain effective strategies in all subjects and/or educa- strategies when reading and compo- tion programmes at upper secondary sing written texts, and, depending on level for use in a variety of contexts purpose and content, relate the text (reading for personal development, appropriately to their conceptions of for further education, and for working the world, of learning, and of future in a profession and society). profession. – Students understand and compose specialised texts and use specialised terminology. – Learn further how to use sources in – Students know and use sources in li- school and public libraries meaning- braries meaningfully. fully. – Encourage the use and critical evalu- – Students read, update, and edit in- ation of traditional and new reading formation from electronic and print and writing technologies and sources. texts; handwrite and compose their texts in electronic form. 29 5.4 SHORT CYCLE HIGHER VOCATIONAL AND HIGHER EDUCATION (19 YEARS AND OLDER) Table 4: Specific objectives and literacy levels at the end of short cycle higher vocational and higher education LITERACY LEVELS AT THE SPECIFIC OBJECTIVES END OF THE SHORT CYCLE HIGHER VOCATIONAL AND HIGHER EDUCATION – Create a stimulating environment for – Students have developed a reading the development of a reading culture. culture – they value reading and are aware of its importance to personal development and the development of society. – Develop and promote motivation to – Students are motivated to use the read and write professional and scien- Slovenian language in their profes- tific texts in the Slovenian language. sion. – Develop knowledge of the professio- – Students are proficient in the langua- nal language and a positive attitude ge of their profession(s) and can write towards its use. specialised and popular professional texts. – Improve existing reading literacy to – Students use complex reading stra- gain learning and cognitive experien- tegies according to their needs and ce in independent learning and rese- critically select information sources in arch based on a variety of sources. independent learning, research work, and daily activities. – Develop further reading literacy to formulate problem questions and strategies to find answers to research questions. – Promote critical (reading) literacy to – Students critically evaluate written evaluate the appropriateness of so- and spoken texts and use information urces and to critically evaluate infor- meaningfully and creatively in a varie- mation for educational, research, and ty of situations. other purposes. National strategy for the development of reading literacy 2019–2030 30 5.5. ADULHOOD Table 5: Specific objectives and literacy levels in adulthood SPECIFIC OBJECTIVES LITERACY LEVELS IN ADULTHOOD – Motivate adults according to their basic reading lite- – Literate adults can read, comprehend, and critically racy skills to read and critically evaluate the texts they evaluate a variety of texts for the needs of work, life- read from a variety of domains and a variety of genres long learning, and active leisure18. at all stages of life17. – Adults should be able to read and develop reading li- – Literate adults have high proficiency in reading literacy teracy in a variety of circumstances and for a variety in a variety of circumstances and for a variety of pur- of purposes. poses according to their abilities. – Create a stimulating environment for the development – Literate adults have a developed reading culture. of a reading culture. – Encourage adults to participate in collective and inter- – Literate adults participate in collective forms of read- generational forms of reading (dialogic methods). ing. – Develop a system for individual assessment of reading – Literate adults formulate a personal reading literacy literacy that allows comparison with national targets development plan. and/or population outcomes. – Develop basic and higher-level adult literacy skills to – Literate adults master a variety of reading strategies to obtain, comprehend, critically evaluate, and use infor- obtain, comprehend, critically evaluate, and use infor- mation from a variety of information sources. mation in the learning process and to solve problems in everyday life and at work. – Encourage adults to use infrastructure to access a varie- – Literate adults independently and consciously use ty of quality information sources and materials. libraries and access a variety of other relevant and quality providers of information and materials. 17 In the PIAAC international survey of adult skills, as many as one-fifth of the participants from the age of 16 to 65 years reached the lowest levels of literacy skills in Slovenia (Level 1 or below). According to the PIAAC, these adults are only able to read short and simple texts. Slovenia thus ranks among the countries with the highest share of the active population at the lowest skill lev-els. In Slovenia, little time is devoted to reading at work, especially by those with a lower education level (ranking 29th out of 33 countries) (Berzelak, Jernej, Katja Bider, Petra Javrh, Franci Lajovic, Špela Lenič, Marijan Manoilov, Jasmina Mirčeva, Estera Možina, Urška Pavlič, and Vasja Vehovar. 2016. Poročilo o raziskavi spretnosti odraslih PIAAC 2016, Metodologija, izvedba in kakovost raziskave: raziskovalno poročilo. Ljubljana: Andragoški center Slovenije. Further analyses and studies of the data from the PIAAC survey have shown that higher levels of skills are intricately linked to higher productivity, employment, and wages. Skills are also crucial in promoting social participation and inclusion, as people with better skills have more trust in institutions, are more active in civic and political life, and are healthier (OECD, 2017). (Spretnosti odraslih. 2018. 2., Revised and Amended Issue. Ljubljana: Andragoški center Slovenije). and Domadenik Muren, Polona, Daša Farčnik, Robert Kaše, Katarina Katja Mihelič, Irena Ograjenšek, and Nada Zupan. 2019. Značilnosti in vpliv neujemanja izobrazbe in spretnosti z zahtevami delovnega mesta na ekonomske dosežke in zadovoljstvo odraslih v Sloveniji. Ljubljana: Ekonomska fakulteta, Založništvo) 18 In the PIAAC survey, about 5.6% of adults in Slovenia achieved the highest levels of literacy skills (Level 4 or 5), which is much less than the average of all adults from the OECD participating countries, standing at 10.6%. High-performing adults can relate, explain, and connect information from longer texts containing conditional or contradictory information, draw complex conclusions, and apply general knowledge; conditional information is frequently present, and distracting information is seemingly as prominent as correct information. Around 31.2% of adults reached Level 3 in literacy skills (the average of all adults from the OECD participa-ting countries stands at 35.4%). Adults who reach this level understand and respond correctly to concise and longer texts, which often contain conflicting information, can identify, explain, and evaluate information or more information, often draw conclusions, extract meanings, and neglect the non-essential (OECD, Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies (Pariz: OECD, 2016). If Slovenia wants to reduce its development gap in this area and at least get closer to the international average, it will need to improve adult skills and significantly increase the share of high-performing adults (Level 3 and above). The Court of Audit of the Republic of Slovenia delivered the audit report on the lifelong learning activities of Slovenia focusing on adults. In the report, we learn about how Slovenia approached and addressed the risks that adults with basic skills at the lowest levels pose for the ageing society in times of unprecedented technological advances. 31 6. IMPLEMENTATION OF THE NATIONAL STRATEGY 6.1 Programmes, materials and promotion of reading literacy 6.2 Human resources education and training 6.3 Network of providers implementing the National Strategy 6.4 Accessibility to reading materials 6.5 Systemic setting 6.5.1 National Council for Reading Literacy 6.5.2 Funding National strategy for the development of reading literacy 2019–2030 32 6 IMPLEMENTATION OF THE NATIONAL STRATEGY To ensure the implementation of the National Strategy, it will be essential to put in place programmes for the systematic development of literacy, rel-evant staff, networks of providers and system settings that ensure maximum accessibility for all inhabitants. In doing so, the National Strategy should pay attention to different groups and given their specificities, introduce different approaches to developing their reading literacy. 6.1 Programmes, materials and promotion of reading literacy To ensure the systematic development of literacy and reading culture at all levels — from pre-reading to third stage of life — it is essential to: – Encourage the development and implementation of publicly available lit- eracy promotion programmes at the national and local levels and target different audiences – Complement and update curricula in formal and non-formal education – Expand the range of different quality programmes in non-formal education for various target groups – Develop training programmes for a network of providers who will be re- sponsible for developing reading literacy and reading culture at different levels – Ensure the promotion of literacy and reading culture development pro- grammes in the media and to the public – Produce high-quality reading materials to examine the level of literacy achieved and identify differences to the desired higher level; ensure qual- ity control in achieving the knowledge standards through external and in- ternal evaluation and assessment. 6.2 Human resources education and training With a view to ensuring the effective development of reading literacy and reading culture, it will be essential to: – Integrate, continuously update and upgrade the contents for the develop- ment of literacy and reading culture at the university level of all teaching staff – Develop and strengthen the role of teachers, lecturers, and other profes- sionals as reading models IMPLEMENTATIONS OF THE NATIONAL STRATEGY 33 – Strengthen a culture of high expectations and achievements and a com- mitment to achieving higher literacy levels – Provide further education and training for all preschool teachers, school teachers, lecturers, and other education staff for the development of lit- eracy in all fields and in all subjects, based on theoretical and practical in- novations to foster literacy development (examples of good practice) – Continuously train the professional staff in developing reading literacy and reading culture in all types of libraries, cultural, other public interest insti- tutions at various stages of life and different levels. 6.3 Network of providers implementing the National strategy To improve reading literacy and develop a reading culture, it will be essential to: – Create a national inter-ministerial network of providers for develop- ing and coordinating reading literacy and reading culture development programmes – Increase the number of providers of reading literacy and reading culture programmes – Increase the number of programme implementations and accessibility to programmes for different target groups in all regions – Ensure the participation of a variety of institutions at different levels (lo- cal, regional) and all stakeholders at the kindergarten/school level in the development of reading literacy and reading culture – Create a partnership between school libraries, higher education libraries, and public libraries for joint planning of programmes based on profession- al platforms for achieving objectives and levels of reading literacy. 6.4 Accessibility to reading materials The Slovenian citizens shall have access (free of charge for vulnerable groups) to: – Sources of information using modern technology, and – Quality and diverse reading materials in all relevant formats. 6.5 Systemic setting 6.5.1 National council for reading literacy In accordance with Article 5, Rules of Procedure of the Government of the Republic of Slovenia (Official Gazette of the Republic of Slovenia [Uradni list RS], Nos 43/01, 23/02 – corr.,54/03, 103/03, 114/04, 26/06, 21/07, 32/10, 73/10, 95/11, 64/12 and 10/14), the government appoints the National Council for Reading Literacy to monitor the implementation of the National Strategy. Its members are professionals in the field of literacy covering all stages from the pre-reading period to the third stage of life (up to ten members), various National strategy for the development of reading literacy 2019–2030 34 aspects of literacy development, and representatives of line ministries crucial to literacy development (up to five members). The Ministry of Education is responsible for the implementation, technical support, and funding of opera-tions. The National Council runs its operations by its Rules of Procedure19. The tasks of the National Council for Reading Literacy are to: – Promote reading literacy and reading culture within the framework of nor- mative and strategic acts covering this domain – Coordinate tasks and responsibilities between line ministries in the draw- ing up of an action plan – Promote the National Strategy and its implementation with professional circles and the public – Present a wide range of materials and background papers that influence the implementation of the National Strategy – Monitor and promote the implementation of the National Strategy or ac- tion plan and draw up conclusions and proposals for continuous activities – Produce annual reports and a report to the government on implementing the National Strategy. The National Council for Reading Literacy forwards initiatives and proposals to the government and the relevant working body of the National Assembly. 6.5.2 Funding The financial resources for the action plan will be provided by the compe-tent ministries (in cooperation with the government), based on proposals from the National Council for Reading Literacy, which will ensure that reading literacy and reading culture are included in the national strategic documents. 19 Editor’s note: The National Council for Reading Literacy was established by the Government of the Republic of Slovenia at the beginning of 2021. IMPLEMENTATIONS OF THE NATIONAL STRATEGY 35 Annexes List of tables List of boxes National strategy for the development of reading literacy 2019–2030 36 ANNEXES List of tables Table 1: Specific objectives and literacy levels in ECEC Table 2a: Specific objectives and literacy levels in the first educational cycle Table 2b: Specific objectives and literacy levels in the second educational cycle Table 2c: Specific objectives and literacy levels in the third educational cycle Table 3: Specific objectives and literacy levels in the upper secondary education Table 4: Specific objectives and literacy levels in the short cycle higher vocational and higher education Table 5: Specific objectives and literacy levels in adulthood List of boxes Box 1: Definition of reading literacy in the National Strategy Box2: Vision for the development of reading literacy in Slovenia ANNEXES 37 Together with the relevant sectors, we at the ministry will continue to play our crucial role in the development of reading literacy and reading culture to advance sustainable and practical knowledge that will enable children and young people to achieve creative personal development and success at school and adults to lead successful professional and personal lives. Maja Mihelič Debeljak (Preface) Reading literacy is at the core of all other literacies, thus the National strategy for the development of reading literacy is a strategic document that identifies priority tasks and educational objectives in the field of literacy. Promoting an adequate level of literacy among Slovenian citizens is, on the one hand, the state’s responsibility as the state is responsible to draft, amend and implement the strategy, on the other hand, it is also the responsibility of every individual. National Strategy for the Development of Reading Literacy 2019–2030 (Ch. 2, p. 10) Collection International Large-scale QUALITY ASSESSMENT Assessments and Research AND ASSURANCE IN National Assessments EDUCATION and Research National Evaluation Reports Education Policy Instruments Good Practices National strategy for the development of reading literacy 2019–2030 38