On basis of an international research (E. Možina, 2000) about functional literacy from 1998, it is possible to conclude that one can be preoccupied with functional literacy of the Slovenians. The research has shown that only 3% of people reaches levels 4 and 5 with text literacy, 5 % with documentation literacy and a mere 10 % with calculus. Minimum level, which still enables active participation in a modern technological society is reached by a further 20%, which means that 70% of the Slovenian population is incapable to appropriately respond to the circumstances of the environment and independently resolve problems on basis of understanding daily situations of life. Some factors of funcational illiteracy of people appear, for instance, when under- standing timetables, composing short or long texts (letters, memos, requests, applications ...), following instructions or reading pharmaceutical explanations, understanding one’s own diseases, deciding on the way of treatment, using media and modern technology ... Solving the problem of functional illiteracy is connected with the level of general education, socialisation of an individual, spreading the social network, which enables an indivi- dual with social and action-oriented competencies. On the other hand it follows the trends of new forms of working and surviving under the influence of globalisation, which forces an individual into lifelong learning and raising the added value of a workplace. Functionally illiterate people are retarded in their personal development and are incapable of taking responsibility of their own lifelong learning. For this reason, they are also incapable of bringing themselves out of the situation, where their development has been brough to a standstill.Na podlagi mednarodne raziskave (Možina, 2000) o funkcionalni pismenosti iz leta 1998 je možno sklepati, da je funkcionalna nepismenost Slovencev zaskrbljujoča. Raziskava je pokazala, da zgolj trije odstotki ljudi dosegajo 4. in 5. raven pri besedilni pismenosti, pet odstotkov jih to dosega pri dokumentacijski in slabih 10 odstotkov pri računski pismenosti. Minimalno raven, ki omogoča delovanje v sodobni tehnološki družbi, dosega še nadaljnjih 20 odstotkov, kar pomeni, da je 70 odstotkov slovenskega prebivalstva nezmožnega, da bi se primerno odzivalo na razmere okolja in samostojno reševalo probleme na osnovi razumevanja osnovnih vsakodnevnih življenjskih situacij. Nekateri pokazatelji funkcionalne nepismenosti ljudi se pojavijo npr. pri razumevanju voznega reda, tvorjenju krajših ali daljših besedil (dopisi, pisma, prošnje, sporočila), upoštevanju navodil ali branju lekarniških pojasnil, razumevanju svojih bolezni, odločanju o načinu zdravljenja, uporabi medijev, sodobne tehnologije itd. Reševanje problema funkcionalne nepismenosti se dotika dviga ravni splošne izobrazbe, socializacije posameznika in širjenja socialne mreže, kar omogoča posamezniku socialno in akcijsko kompetenco, po drugi strani pa sledi trendom v novih oblikah dela in preživetja pod vplivom globalizacije, ki terja od posameznika vseživljenjsko izobraževanje in dvigovanje dodane vrednosti delovnega mesta. Funkcionalno nepismene osebe so zaostale v osebnostnem razvoju in niso sposobne, da prevzamejo odgovornost za svoje vseživljenjsko izobraževanje. Zato se same ne morejo izkopati iz stanja, v katerem je njihov razvoj obstal
