• OM id: 035316
  • 1117 Budapest, Bogdánfy u. 5/b.
  • +36 (1) 796-7594
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Mission statement

Mission statement

Our mission statement in pdf format.

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The Kürt Foundation Secondary School is a democratically functioning, broadly inclusive, child-centered school where

  • school citizens are inspiring each other to develop and achieve their common goals;
  • the community and its work are characterised by creativity, efficiency, constructiveness, diversity, the use of new methods and free, independent thinking;
  • our goal is to help diverse personalities unfold;
  • we ensure preparation for the challenges of higher education;
  • we take full account of age-specific needs and characteristics;
  • the workload for students is proportional, personalised;
  • lessons and extracurricular events are equally important;
  • we maintain and create common traditions;
  • we are cheerful and positive about our everyday lives, so that our joint activities are joyous;
  • we open doors to the world, through which thoughtful, creative, free, happy and autonomous young adults can enter the world.

Kürt is a democratic school

Every individual has the right to control their own development and education to the point where it does not violate the rights of others.
(Jerry Mintz)

Kürt Foundation Secondary School provides democratic education, where the members of the school community have equal rights concerning most issues related to school life (in matters of learning and teaching, and in the rules governing school life). Compliance with the rules is a task for all school citizens. The decisions are made at meetings, attended by members or elected representatives of the school community. The functioning of the meetings contributes to making the members of the community aware that democracy is a system in which their voices are heard. Our principle is that every question should be decided where most of the information is available on a given issue, and that no decision should be made by the decision-making power of any larger community than the community that the decision directly affects. The question of where an issue belongs to is determined by careful consideration and discussion.

School citizens are members of the school community. School citizens of Kürt involve all students enrolled in the school, parents of all students enrolled in the school, their caregivers, and all staff, administrative and technical colleagues involved in the educational work of the institution.

School citizens and their groups, bodies, and elected persons may decide on any issue that may affect them, as well as those referred to their competence by the Organizational and Operational Rules (SZMSZ) of the Kürt Foundation Secondary School. With their questions, requests, suggestions, they can turn to any professional or management body or person of the Kürt Secondary School, and the addressee is obliged to give a meaningful answer within a reasonable time, but no later than within two weeks. Meetings of these bodies and organizations are usually public, where any school citizen may participate.

A prerequisite for the operation of Kürt Secondary School is that all communities of school citizens should be represented in the governing bodies of the school.

An inclusive school

Every child is unique, and as such has the right to expect respect for their personality, they needs to live and rest according to their own rhythm, the right not to be always clean and perfect, they have the right to make mistakes, they need to invent and create, they need aesthetic feelings, have the right to acquire any knowledge. 
(Celestin Freinet)

Kürt Foundation Secondary School is a broadly inclusive school, where there is a place for everyone who intends to work actively within the community of school citizens. We do not discriminate, we condemn all forms of discrimination. Human equality is an unquestionable value in the Kürt. For our students, equal access and participation are guaranteed in all aspects of school life. According to the principle of equity, those who need more help to achieve their goals, get more help.

Our secondary school is a professionally independent, open and free institution: we welcome everyone in our community who can identify with the goals set out in the pedagogical program and is our partner in achieving these goals, regardless of the results of their earlier achievements, abilities and skills. Our results are provided by quality work in our school, added value and not by the elite input. Student communities are heterogeneous groups, different children learn together. The goal is always to increase their knowledge, to progress, to succeed, to participate in the learning process with pleasure, to strengthen their self-confidence individually and in the community, and to develop their personality. We offer opportunities according to individual needs and provide assistance in overcoming difficulties and developing talents. We believe that every child is talented in something and that we will do our best to make everyone's individual talent appear and unfold. We believe that everyone is a carrier of values.

We believe that inclusive education begins with the recognition and appreciation of the difference between students (whether personal or cultural, or community), and takes full account of it, looks at students in their complexity, and builds on this as a value-building basis. This inclusive environment opens up a wealth of new knowledge and learning opportunities. All individuals in the educational space (students, parents, teachers, support staff) learn about individual differences in the spirit of cooperation, accept and build upon them as values. This way, the school becomes inclusive not only in the form of education but also in its content. Through its continuous adaptation to its students, the institution builds a great deal on the identity, experiences, knowledge, and abilities of the students involved in the content and teaching methods it conveys.

The place for unfolding personalities: the child-centered school

The child is the most perfect creature because he alone can create his own personality. The child's soul is similar to soft wax or white paper, where the child himself has to imprint ideas.
(Maria Montessori)

Adolescence (14-19 years old) is an independent age of human existence characterized by its own physical and psychological characteristics, needs, demands and desires, capricious emotions, sometimes with extreme outbursts - this is a phase of the individual's life, not preparation for the "uppercase" life. An important task concerning this age group in school is that students and adults jointly develop the abilities - i.e. the internal conditions for the effective implementation of actions - that enable adolescents to find their place in the world later.

The task of the Kürt Foundation Secondary School is to ensure the individual's full development with the learning and teaching process tailored as much as possible to individual needs. School work, which provides experience from which knowledge is constantly acquired, is challenging for students. The learner needs to be supported to reach the full potential of his or her potential and to develop new skills that are necessary to achieve his or her individual goals and make him or her a citizen that is involved and cooperating in society. This is ensured by the pedagogical system and methodology of Kürt.

The school based on cooperation

I respect your needs, but I also must respect my own.  So let us always strive to search for a solution that will be acceptable to both of us.  Your needs will be met, and so will mine–neither will lose, both will win.”

(Thomas Gordon)

Our task is to ensure the development of learning abilities, as well as the objective, multilateral encounter with new knowledge, and a learning-teaching process that includes different opinions. In our perspective, students are not victims, but are active participants in their education. Co-operation between school citizens is needed to develop and achieve common goals.

Similarly to our democratic decision-making principles, we also give our students an important role in negotiation the methods, form and content of reaching our common goals in the course of the lessons. An equally important goal is for our students to succeed in graduation and further education, as well as to achieve these results by processes that are developmental, interesting and constructive for everyone.

The same is true for conflicts that inevitably arise in school life: their effective solution can only be achieved through cooperation between those who are involved. This ensures a long-term outcome beyond what is achieved by casual, top-down sanction. School citizens learn to appreciate the rules that they have agreed upon, identify with them, and keep to them and to expect this compliance not only from others but also from themselves. Thus, the framework of living and working together is not determined by obedience forced by power, but by the voluntary acceptance of responsibility and through self-discipline.

Our characteristics, our beliefs

Every education is self-education, and as teachers we can only provide the environment for children’s self-education. We have to provide the most favourable conditions where, through our agency, children can educate themselves according to their own destinies.
(Rudolf Steiner)

Our community, our attitude is characterized by constructivity, diversity, efficiency, application of new methods, creativity, free, independent thinking and a cheerful, positive attitude towards everyday life. We believe in the value-creating role of the school, in that the joint activities of students and adults can be decisive in the socialization of students, in the development of their personality and their well-being as adults.

As a result of our mission and philosophy, we prefer modern, integrated and innovative pedagogical methods.


  • We believe that encountering knowledge is not about communicating information, but about acquiring knowledge gained through experience, primarily through practical means;
  • What is most important is the experience itself and the focus of learning is the individualized process and the result, not some content predetermined by the teacher;
  • Our ultimate goal is to develop a holistic vision, to integrate the knowledge that students bring and what we offer;
  • The teacher is not the source of knowledge but the organizer of the learning process;
  • Since the learning process is also collaborative - not top-down, but based on jointly defined goals - the focus is not on what we teach, but on who learns and what they learn: how they can most effectively and efficiently learn how to bring their skills to the highest level.


One cannot work or improve in a bad mood. In our world, more and more external stress is being experienced by all the citizens of the school, so we strive to make the time spent in school balanced and enjoyable. We would like our students to enjoy the process of learning and creation with the help of all the professional help in the group and individually. We learn from the mistakes together, celebrate success together.

Life in and out of classes

" Children are born passionately eager to make as much sense as they can of things around them. If we attempt to control, manipulate, or divert this process… the independent scientist in the child disappears”.

(John Holt)

We consider it important that the concept of learning goes beyond the subject-based lessons and regains its original meaning that it is a creative, spontaneous and diverse process of getting to know the world. We also believe that man is born into the world by wanting to learn, and that he does not have to force himself to create an appropriately rich environment as well as an accepting, inspiring and empathic community. We will do our best to ensure that as many students as possible are involved in activities that are closely related to the outside world, organized in different ways, in time and space. We support self-organization, we believe that a good school is where students are willing to spend time even after class. At the same time, this means not only discarding any hierarchy between the subjects - pronounced or unspoken - but also that lessons are not regarded higher order and more important learning activities than other events that take place outside of the framework of lessons.

During our history so far, we have created a lot of our own traditions, which we care about with enthusiasm and responsibility. Every generation has the opportunity to add new traditions. These common habits and rituals give the power of togetherness, the sense of belonging. Thus, learning in this framework of attitudes is not a burden, a necessity that has to be endured, but a part of everyday life, which can be an effective tool for getting to know the world and ourselves. We try to guide our students through the learning process with its many problems and the obstacles to overcome (often, in adolescence) with a positive and supportive attitude and to help those who need it.

We open doors to the world

Real learning…is an exciting adventure. Traveling to the unknown, development, transformation. We can only be part of it if we are open to it. If we have the courage.

(Carl Rogers)

The mission of the Kürt Foundation Secondary School is to present opportunities to our students in the learning process in its broadest possible sense and to help them develop their abilities so that they can recognise and live with these opportunities. We open doors to the world, of which our students can choose autonomously and decide about entering. We believe that the values ​​represented by Kürt’s community, our pedagogical philosophy, make young people choose doors that lead to freedom, independent and critical thinking, cooperation and tolerance, and responsibility.

Kürt Foundation

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