Within literature education it is often difficult to distinct different levels in literature and to relate literature to the reading level of the reader. In the past there have been some attempts to link the literature level to the readers level (see for example Witte, 2008), but these attempts have always been national and local. Such framework makes for example a distinction between levels of literary competence. Such framework is based upon the idea that students go through a development process when reading literature during the curriculum, from simple literature to complicated literature. This development process is related to several factors, like the adolescence state of the student, the experience with literature and literature education. Often it is seen in education that teachers provide literature on one level, even mostly one book or text, for the whole class at a certain time. However, research shows that such one size fits all method does not promote literacy and does not fit to students individual needs and capacities. Research show that when teachers provide literature that fits to the individual level of the student, students can be much better motivated to read literature and are much more motivated to go to higher levels.Such a literature framework can not only be useful for the Dutch literature education but also for literature education in other European languages. Especially also because literature education is now in the core of many curriculum changes throughout Europe. By developing such framework in a multicultural contexts in several countries with several literature backgrounds, we believe we can make the framework much more powerful and useful in literature education throughout Europe. It will also promote the cultural dialogue between countries. We believe such framework can support the quality of literature education and help to stimulate students to read (complex) literature. Reading literature supports students in their later live to develop themselves, to have a better understanding of live and to be more creative in their work and because literature education links to creative writing. Such a framework can also be useful for foreign language teachers in selecting literature in the target language that fits to the reading and development level of the learner.This project aims to develop a European Literature Framework as described above that can be used by teachers in secondary education. It also aims to promote a cultural dialogue between teachers and experts in literature education. With such framework reading literature will be stimulated which adds to the personal fulfilment of the learners at the moment of their education, but also in their future live. It also adds to their creativity as reading literature is stimulating fantasies and giving different perspectives on live. Part of the framework will also be the development of literature education teaching methodologies to stimulate learners to move on to reading on a higher level.This project will be interlinked to the project “Towards a common framework for the languages of education” of the language policy division / Council of Europe. Literature there plays an important role and this project will contribute to that.Used literature:Witte, T.C.H. (2008). Het oog van de meester [The Eye of the Master]. Delft: Eburon. Dissertation