L'European Council for Steiner Waldorf Education comprende 19 associazioni nazionali Waldorf, per un totale di 5700 scuole in Europa e 140 nel nord America. Il proposito è quello di far crescere e sviluppare la pedagogia steineriana nei Paesi delle associazioni che lo compongono
570 schools in Europe and another 140
in North America. There are around 870
schools in 60 countries worldwide and
more than 1600 kindergartens.
Our purpose is to strengthen and
develop Steiner education in our
member countries by active interest and
a mutual sharing of experience.
The international Steiner curriculum
provides the key principles for an
education founded in the local culture
and context. Our innovative approach
encourages children to grow as
confident world citizens, capable of
valuing their own circumstances and
background within diversity. Selfesteem,
respect for the culture, values
and traditions of others, tolerance and
understanding are essential qualities for
the unfolding of individual potential as is
a commitment to lifelong learning.
As a group of national and international
Associations we take our pedagogical
principles into account in the way we
work together. In an increasingly
turbulent and changing world, we
attempt to show by example that
international, cross-cultural activities
can be inspiring and beneficial and can
help children to develop the
perspectives and skills to make a real
To be an international platform for
To exchange information and
experiences and develop educational
practices for the benefit of our
constituent schools and institutions.
To create and co-ordinate a common
policy on a European level and
undertake the relevant activities.
To promote quality care in our
To discuss, choose and implement
To engage in dialogue with fellow
educationalists, academics, politicians
and education policy makers and all
those who care for the well-being of
To influence politics and legislation both
on a national and European level for the
benefit and protection of Childhood and
As we approach a new era for European
cultural and political cooperation and
another step in the development towards
a European educational space that will
give rise to a new spirit and ethos within
European educational establishments,
we welcome the opportunity to offer
some ideas and practices.
We promote the educational welfare of
all children in Europe regardless of
background, ethnicity, creed, financial
status or gender. For most of the last
century we have been pioneering an
approach that genuinely attempts to
work with young human being in an
integrated, creative and respectful way.
A well-grounded and diverse dialogue is
essential for all our futures. By
developing concepts and practices
about how citizenship, responsibility and
freedom can best be fostered in the
child, we hope to ensure a fulfilling and
meaningful life for everyone. We feel the
time is ripe for such a debate and wish
to contribute to this.
We see the need for all those involved in
the education of children to look beyond
externally measured outcomes towards
an educational policy and practice that
takes the human spirit into account.
We celebrate the diversity and rich
cultural tapestry of Europe and the
child's essential immersion in the culture
and environment of their birth. However
we also believe that in a cosmopolitan
age our children need a global
foundation so that they can become
responsible, tolerant and interested
citizens of the world. Respect and
wonder for the natural world together
with a love of one's fellow beings is the
foundation for a moral ecology to meet
the challenges of an increasingly
challenging and complex world.
Who we are.
Why we are in dialogue.
Austria* (12 schools) www.waldorf.at
Belgium (19) www.steinerscholen.be
Czech Republic ( 8 ) www.waldorf.cz
Denmark (18 ) www.rudolfsteinerskoler.dk
Finland (21) www.steinerkoulu.fi
France (12) www.steiner-waldorf.org
Germany* (187) www.waldorfschule.de
Hungary (18 ) www.waldorf.hu
Italy ( 21) www.rudolfsteiner.it/federazioneintro
Luxembourg* (1) www.waldorf.lu
Netherlands* ( 90 ) www.vrijescholen.nl
Norway (35 ) www.steinerskolen.no
Russia (16) email@example.com
Slovenia (1) www.waldorf.si.org
Spain (2) www.escuelamicael-waldorf.com
Sweden* (40) www.waldorf.se
Switzerland (36) www.steinerschule.ch
United Kingdom and Ireland (31)
* Board members
North America (140) www.awsna.org
Other European Countries
Croatia (2) Estonia (9) Iceland (2) Latvia (4)
Lithuania (4) Moldavia (1) Poland (2)
Romania (13) Slovakia (1) Ukraine (7)
ECSWE: Registered in Brussels.
ECSWE,Kidbrooke Park, Forest Row, East
Sussex RH18 5JA England
Tel: +44 (0) 1342 822115 Fax: 826004
Rue du Trône 194, B 1040 Brussels
EU Liaison Officer:
Dr. Detlef Hardorp
© Aliki Sapountzi.
© Aliki Sapountzi.
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Education's task is to assist children and
young people to find their own paths in
freedom, giving them the tools to develop
their own values within a framework of
tolerance, trust and interest in others.
They should be enabled to respect and
celebrate a wide diversity of cultures,
while perceiving the common humanity in
all people. This goal should include
teaching at least two foreign languages
from an early age, as agreed in principle
by the European Council in Barcelona on
March 15-16 20021 and as pioneered by
Steiner Schools around the world.
The basic principle of universal access2
can be difficult to accomplish due to
inadequate funding for schools not directly
run by the state. Genuine mobility should
include geographical mobility as well as
increased permeability between the
teaching and other professions. This must
include increased recognition for nonformal
learning in gaining qualified teacher
status. This development is essential for
increased openess to the wider world3.
Schools imbued with European ideals need
to be encouraged to work across national
boundaries and endeavour to foster a civil
society that is truly trans-cultural, without
discrimination or prejudice.
Children are the citizens of the future
and deserve due regard during their
education in accordance with the vision
of a Europe peopled by citizens able to
live together in harmony and tolerance.
The task of education professionals should
be recognised and supported beyond
national interest and commercial gain. This
includes the right to teach creative and
integrated curricula, the right to schools'
self-governance within agreed levels of
accountability, provision of quality care and
the right to consistent and non-intrusive
financial support. Within a policy of
pluralism, financial support should also be
available for schools which do not follow
national curricula, if they are striving to
accomplish the inter-operability of
educational systems and methods at the
European level and are genuinely inclusive.
Steiner Waldorf schools are prepared to
work with all educators and policy makers
in order to facilitate constructive dialogue.
We can learn from each other and thereby
improve and develop schools that are real
learning communities giving all European
children the educational opportunities
1Document No. SN 100/02 ADD 1 EN of the
European Union with the Conclusions of the
Barcelona European Council March 15 and
16, 2002. Paragraph 44
2idem. Paragraph 43
3idem. Paragraph 33 and 43
CITIZENSHIP, EUROPE AND STEINER EDUCATION.
Towards promoting pluralism, inter-operability of educational systems and horizontal subsidiarity in Europe.
• All schools are co-educational, fully comprehensive and
integrated from the age of 6/7 to, ideally, 18/19.
• They are run co-operatively by a College of Teachers using
a flat- management system. All have a legal Council of
Management and there is active parent participation in all
areas of school life.
• All pupils share the broad, internationally recognised Waldorf
curriculum, which is non-prescriptive and proven over 80
years. It is in accord with their developmental needs, without
undue early specialisation or inappropriate academic pressure.
• Schools are extended learning environments for parents
and teachers to work co-operatively in support of children's
• Formative assessment rather than a testing regime is practiced.
Steiner schools continue to pioneer
• An integrated balance of artistic, practical and intellectual
content in the curriculum with an emphasis on social skills
and spiritual values.
• An early years approach that provides time and space for
development of key skills is a basis for later literacy,
numeracy, social and emotional competence.
• Block periods for core Steiner curriculum.
• Schools work with the ideal that such education should be
accessible to all, regardless of ethnicity, creed or financial
• Two modern languages taught from the age of 6.
• Whole class teaching in aesthetically pleasing and secure
learning environment where qualities of childhood are
nurtured and respected.
• An accompanying class teacher from school entry age for
several years in succession.
• Children based in their own home classroom except for
• All-age schools with mixed ability classes according to the
age of the child and not streamed by achievement.
• Science and technology taught throughout in ageappropriate
• Key skills such as numeracy and literacy presented in an
imaginative and creative manner.
• Enhanced mobility and international school exchanges
because of common ethos and related core curriculum.
• Children being well grounded in their cultural environment
and also conscious of being world citizens.
• The development of a European-wide leaving portfolio.
Some Key Characteristics of Steiner Waldorf Education.
Resolution on Freedom of Education in
the European Community. Passed in the
European Parliament 14-3-1984.
In accordance with the right to freedom of
education, Member States shall be
required to provide the financial means
whereby this right can be exercised in
practice, and to make the necessary
public grants to enable schools to carry
out their tasks and fulfil their duties under
the same conditions as in corresponding
State establishments, without discrimination
as regards administration, parents,
pupils or staff.
Produced by C. Clouder, Artwork & Printing by Colorscope Printers East Grinstead (01342) 311821 www.colorscope.co.uk. October 2003
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