The annual Two Sessions concluded successfully on March 12. This year’s government work report proposed supporting eligible regions in promoting spring and autumn holidays for primary and secondary schools. The question now is how to implement these holidays effectively. The report also emphasized improving the national reading promotion system. In the age of AI, why is advancing nationwide reading so important? Both the outline for the 15th Five-Year Plan and this year’s government work report have placed people’s livelihood in a more prominent position. How should we interpret the idea of putting people at the center stage? Let’s delve into these issues.

The inclusion of spring and autumn holidays for schools in the government work report carries significant implications. The wording is concise: support will be given to eligible areas to promote these holidays and implement a system for staggered paid leave for employees. How should this statement be understood? The word “support” indicates that the central government is not imposing a mandatory policy but rather delegating decision-making power to local authorities. It also signals the central government’s encouragement and desire to see these policies implemented. This shift aligns with the broader transition in education from an exam-oriented approach to one that prioritizes student well-being.

Another key phrase is “eligible regions.” What defines eligibility? Factors include the ability to fulfill curriculum requirements, local climate conditions suitable for spring and autumn breaks, and the capacity for social coordination and logistical support. Preparations must be well underway. The term “promotion” is also crucial, suggesting a gradual rollout rather than an immediate nationwide implementation. Additionally, the structure of the holidays—whether they consist of separate breaks in spring and autumn or a combined period—requires further clarification. Clearly, this single sentence leaves ample room for interpretation.

National reading has now been highlighted in the government work report for 13 consecutive years. How should we view this sustained emphasis? Having served as a member of the National Committee of the Chinese People's Political Consultative Conference for a decade, I witnessed persistent efforts within the press and publishing sector to advocate for legislation promoting nationwide reading. This year, we finally saw the National Reading Promotion Regulations take effect on February 1, a milestone that brings great satisfaction. Furthermore, the State Council has approved the establishment of a National Reading Week, expanding beyond the previous single-day observance on April 23. This extended period will allow for more substantive activities.

Some may question why reading, often seen as a personal preference, requires legislative support. This perspective misunderstands the purpose. Reading is a right for every citizen, and society must safeguard this right by creating a conducive environment and culture. With these favorable conditions in place, how can we further deepen and promote national reading? While many people access text and information on mobile devices, there is growing concern that deep, paper-based reading is declining. We must focus on both the elderly and the young. Older adults, who are increasingly engaged online, should be encouraged to embrace reading. However, the greater priority lies with children. Many young and middle-aged adults lack established reading habits and face demanding work schedules, making it challenging to rekindle a love for reading. Therefore, instilling reading habits must start early, ideally integrated into education. The National Reading Promotion Regulations strongly emphasize this approach.

In the past, reading was often dismissed as extracurricular or leisure activity. But under the current principle of prioritizing well-being, supported by national legislation and initiatives like Reading Week, we have entered a promising era. From the moment children begin to recognize characters, we should nurture their reading habits. Once cultivated early, reading becomes a lifelong source of enrichment, helping to calm the mind, broaden perspectives, and shape individuality. The benefits of reading to life are as fundamental as those of food.

This year’s Two Sessions truly placed “people” at the center stage, reflecting the principle that people’s livelihood comes first. Both the government work report and the 15th Five-Year Plan outline demonstrate increasing attention to the specific needs of different groups and age segments. How should we interpret this people-focused approach? At the start of the Two Sessions, discussions centered on robotics; by the end, the topic shifted to lobster farming. While rapid technological advances evoke anxiety and complex emotions, a closer look reveals that the real focus was not on robots or lobsters, but on people. It’s impossible to count how many times the word “people” appeared in the government work report—it was simply too frequent. Media coverage highlighted that this year’s Two Sessions addressed issues spanning an entire lifetime, underscoring the priority given to people’s livelihood.

The evolution from people-oriented development to investing in human capital, and now to prioritizing people’s livelihood, firmly positions people at the forefront. This direction is correct. People are not mere tools or means to achieve broader goals; they are the ultimate objective. In many ways, the comprehensive development of individuals and the pursuit of a better life represent our greatest aspiration. There is no need for unease on this front.