Since the founding of the first Waldorf school in 1919, this educational approach has spread internationally and is now present on every continent, with more than 2,000 kindergartens, 1,000 schools and numerous teacher education centres. Each of these establishments was founded on the initiative of local parents and educators who were seeking an educational approach for their children that is age-appropriate and geared to their individual developmental needs, and which understands learning as an integrative process of physical, social-emotional, and intellectual development.

The global spread of these schools and early childhood centres, operating under quite different living and working conditions, inevitably raises the question of responsibility and the protection of Rudolf Steiner’s educational concept on a global scale. The strength of these initiatives lies, on the one hand, in the collegial cooperation of those involved, and, on the other hand, in the ongoing work in understanding humanity and the world. This work is inspired by anthroposophy, which serves as the driving force behind individual, educational and social implementation.

As many of the institutions operating around the world have emerged in an uncoordinated manner over the decades, there is a need to assume responsibility for quality and educational substance at an international level as well.

The Hague Circle - International Council for Steiner Waldorf Education (‘Hague Circle’ in short), therefore works closely with the German ‘Association of Independent Waldorf Schools’ (BdFWS), which has supported the global growth of Waldorf education for decades and, in order to protect it, exercises, manages and also finances the trademark rights. The Hague Circle is responsible for the pedagogical assessment of the institutions as a prerequisite for their licensing.

The BdFWS and the Hague Circle, in cooperation with the “International Association for Steiner Waldorf Early Childhood Education” (IASWECE), have agreed on a procedure for granting a licence agreement for the “Waldorf” or “Rudolf Steiner” trademark, which applies to educational institutions in countries without their own association.

This solution-oriented procedure serves primarily to protect the name and ensure transparency for all parties involved. The agreed steps are intended to set in motion identity-forming processes, ensure quality and prevent misuse.

The cooperation between the BdFWS as the rights holder and the International Council, represented by the Trademark Rights Group, takes place in several steps:

1. Governing Body: The Association of Independent Waldorf Schools is the legal governing body. Following assessment and approval by the Hague Circle, it may grant sub-licences to both individual educational institutions and recognised national associations, enabling them to confer upon the institutions within their networks the right to use the terms ‘Waldorf’ or ‘Rudolf Steiner’ in their names.

2. The assessors for Waldorf schools and for the country or regional Waldorf associations are appointed and coordinated by the Hague Circle; the assessors for nurseries and kindergartens are appointed and coordinated by the Hague Circle in collaboration with IASWECE. In doing so, experienced educators and assessors draw on the ‘Essential Characteristics of Waldorf Education’ (adopted by the Hague Circle on 17^th May 2016 in Arles, France). The assessors receive a set of guidelines and are free to conduct the assessment and reach their judgement based on their own professional judgement. The written reports are first sent by the assessors to the Hague Circle, which then usually forwards them to the licensing body of the BdFWS.

3. The licensing procedure is divided into three phases:

a) Application: The institution states that it wishes to use the designation ‘Waldorf’ or ‘Rudolf Steiner’ and specifies the intended use (school, kindergarten, other).

b) Assessment: two assessors appointed by the Hague Circle visit the institution separately and independently, familiarise themselves with all aspects of the institution, and submit a written report to the Hague Circle’s Trademark Rights Group and to the institution.

c) Decision: If both assessments are positive, a licence is granted; if both are negative, the licence is refused; if the assessments differ, a third assessment is conducted.

d) The institution is informed of the decision. If a party involved considers the decision to be unjustified, arbitration proceedings may be initiated. The arbitration board decides whether the procedure was conducted properly.

It should be expressly added here that the aim of these measures is not to impose a centralised standardisation of the educational provision, but rather the dynamic further development of this educational impulse based on an anthroposophical understanding of the world and humanity. At the same time, they offer protection against the misuse of the name by free riders who are not concerned with education but with commercial interests.

Waldorf education relies on a high degree of individual responsibility and freedom of action for all those involved. The procedure described here aims to strengthen this individual responsibility whilst ensuring that the names ‘Waldorf’ and ‘Rudolf Steiner’ serve as a guarantee that Waldorf education is indeed practised there.

Budapest, May 2026