Page 49 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 49
learning policy-related lessons between member states. However, mutu- 49
al comparisons (in particular in relation to quantitative reports) may also re-
sult in some subtle ‘blaming and shaming’ of low achieving member states. On
the basis of these quantitative and qualitative reports, the European Commis-
sion and the Council of the European Union prepare an evaluation of the sit-
uation in terms of reaching individual objectives at an EU level and highlight
the most and least successful member states. As part of I & U 2020, the Euro-
pean Commission also prepares an analysis of the achievement of common
European goals for each member state individually. Based on the analysis re-
sults and the situation in a member state, the Commission gives recommen-
dations about the fields on which a state should focus its endeavours in the
subsequent period. For Slovenia, the report (European Commission, 2012: 54),
for instance, points out that in relation to low achievement in reading literacy,
reforms need to be reinforced that will contribute to the improvement in the
performance levels of Slovenian students.
Figure 1 presents Slovenia’s performance in meeting the European bench-
mark of‘reducing the share of students who fail to achieve the basic level of lit-
eracy in PISA’, in comparison with the EU average.
Reading Maths Science
22,2%
12,9%
2006 2009 2012 2006 2009 2012 2006 2009 2012
EU benchmark EU benchmark EU benchmark
EU average EU average EU average
Slovenia Slovenia Slovenia
Figure 1: Slovenia’s performance in meeting the European benchmark of
‘students who fail to achieve the basic level of literacy in PISA’
Source: European Commission, 2013
The figure shows Slovenia meets the European benchmark in the field of
scientific literacy, but fails to do so in the fields of reading and maths literacy.
The share of Slovenian 15-year-olds who fail to reach the basic level in reading
and maths literacy in PISA increased in 2009 in comparison with 2006; and in
2012 it remained at a level comparable with that of 2009. On the other hand,
data about the average in member states indicates an upward trend in per-
academic (under)achievement of slovenian adolescents within a european context
al comparisons (in particular in relation to quantitative reports) may also re-
sult in some subtle ‘blaming and shaming’ of low achieving member states. On
the basis of these quantitative and qualitative reports, the European Commis-
sion and the Council of the European Union prepare an evaluation of the sit-
uation in terms of reaching individual objectives at an EU level and highlight
the most and least successful member states. As part of I & U 2020, the Euro-
pean Commission also prepares an analysis of the achievement of common
European goals for each member state individually. Based on the analysis re-
sults and the situation in a member state, the Commission gives recommen-
dations about the fields on which a state should focus its endeavours in the
subsequent period. For Slovenia, the report (European Commission, 2012: 54),
for instance, points out that in relation to low achievement in reading literacy,
reforms need to be reinforced that will contribute to the improvement in the
performance levels of Slovenian students.
Figure 1 presents Slovenia’s performance in meeting the European bench-
mark of‘reducing the share of students who fail to achieve the basic level of lit-
eracy in PISA’, in comparison with the EU average.
Reading Maths Science
22,2%
12,9%
2006 2009 2012 2006 2009 2012 2006 2009 2012
EU benchmark EU benchmark EU benchmark
EU average EU average EU average
Slovenia Slovenia Slovenia
Figure 1: Slovenia’s performance in meeting the European benchmark of
‘students who fail to achieve the basic level of literacy in PISA’
Source: European Commission, 2013
The figure shows Slovenia meets the European benchmark in the field of
scientific literacy, but fails to do so in the fields of reading and maths literacy.
The share of Slovenian 15-year-olds who fail to reach the basic level in reading
and maths literacy in PISA increased in 2009 in comparison with 2006; and in
2012 it remained at a level comparable with that of 2009. On the other hand,
data about the average in member states indicates an upward trend in per-
academic (under)achievement of slovenian adolescents within a european context
