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F. Nolimal

The National Education Institute (SLOVENIA)
Slovenian primary (basic) school students (10- and 15-year-olds) rank in international reading literacy surveys (PIRLS 2016; PISA 2015) above the average of OECD and EU countries (PISA 2015). The general trend of achievements in the last three surveys is also positive. At the same time, the international PIAAC (2015) survey shows that the Slovenian secondary (high) school students (16-24-year-olds) are placed in reading literacy (PIAAC 2015; OECD 2016) well below the average of OECD and EU countries. Why, how can we explain this so low added value in reading literacy in secondary education? We know that in each society, we need clear and coherent national vision of (reading) literacy and co-operative approach across ages in private and public sectors. We are also well-aware that the development of reading literacy is highly influenced by several social, economic and educational factors and by preconditions, e.g. creating literacy supportive learning environment, improving the quality of teaching, increasing participation and inclusion.

Slovenia developed first ‘joined-up’ (across ministerial departments and organizations) vision of reading literacy in 2006, and the second one in 2016. Inside these ten years, we did a big input in primary schools and consequently improved the level of reading literacy of primary school students, but not with secondary school students. In this study, we were analyzing the educational factors to promote reading literacy development that were used during this time in secondary schools. Based on findings we are going to present the actions for improvement.