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Lauder Javne
Jewish Community School, Kindergarten,
and Music School
“Who is wise? One who learns from all people.” – teaches the Pirkei Avot (Ethics of the Fathers, 4:1).
“The mind is not a vessel to be filled, but a fire to be kindled.” – wrote Plutarch nearly two thousand years ago.
Though they come from different traditions, these two ideas are deeply connected – and they perfectly express what we believe at Lauder. Learning is not merely the accumulation of knowledge, but an inner fire that inspires thinking, creating, and self-discovery. Our mission in education is to ignite this flame in every child – so that it may shine throughout their lives.
For us, a school is not just a place where knowledge is transmitted, but a space where children – from the earliest years of kindergarten – can grow into thoughtful, compassionate, and responsible adults. Our approach to education is shaped by the European ideal of paideia – the conviction that true learning is built not only on knowledge, but on character, community responsibility, and inner strength.
My own professional path has always been defined by both education and the interpretation, transmission, and lived experience of Jewish tradition. As the founder of an internationally recognized institute for gifted education, I spent 15 years fostering young people’s development while actively seeking ways to bring Jewish heritage and knowledge into contemporary education in an authentic and inspiring way. My goal has always been not simply to pass on knowledge, but to bring it to life – in thought, sensitivity, and the choices we make.
Lauder is a school and kindergarten where every child receives individual attention, where teachers not only instruct but also guide and encourage, and where the community not only supports but also shapes. We believe in personalized learning, in recognizing and nurturing talent, in the joy of playful discovery – and in the idea that our institution is not only a place for children, but a community for families and colleagues alike: teachers, educators, assistants, and staff working together.
It is especially important to us that Lauder builds an open and inclusive Jewish community – a place where identity can be lived in many ways, and where every student – regardless of religious or cultural background – can connect to Jewish culture, thought, and tradition. We belong to no single denominational stream, yet we are deeply committed to the intellectual, cultural, and ethical legacy of Judaism.
I am particularly glad that alongside our school, both kindergarten education and music education hold a central place: through our very own music school, the love of music is woven into our shared educational mission.
We remain faithful to the vision of our founders, expressed 35 years ago:
“to establish and sustain a secular Jewish school that ensures the transmission of the values of Hungarian and European culture, as well as of universal Jewish culture, at the highest possible level, to all children who – regardless of nation or denomination – wish to learn and embrace these traditions.”
This legacy continues to guide us today. As director, my goal is to ensure that Lauder remains true to its values while being a modern and forward-looking, community-building, world-class institution – a place where it is great to learn, great to teach, and great to be together.
The primary objective of our school is to communicate values effectively, with a central role in the teaching of Jewish traditions. Our goal is to help young people who join us become highly educated, responsible, and innovative members of the Jewish community and Hungarian society.
We create a healthy and diverse social environment for our students and provide a learning environment where personal effort, integrity, responsibility, and achievement are valued. We provide a values-based education with high-quality development opportunities appropriate to their personalities and interests.
It is important to us that our students are able to learn independently, make responsible choices, and be open to their environment when they complete their studies.
Openness — Our school is open to all those who, as members of any nation or denomination, wish to learn and undertake to learn Jewish culture to a high standard.
Child-centered — Our teachers see learning as a source of joy. A differentiated curriculum based on the child's abilities and personality shapes the student's approach to learning for life.
Freedom of choice - taking responsibility — Our school allows our pupils the freedom to express their ideas and develop their personalities. This freedom can and must be exercised in a way that does not harm others.
Skill development — Our skill-developing, process-oriented, knowledge-based curriculum provides opportunities for our students to be active shapers of the learning process.
Autonomy — Our students are given ongoing support to develop their independence and to respond to age-appropriate intellectual, social, physical, ethical, and aesthetic challenges.
Practicality — Through the efforts and work of our pupils, the supportive guidance of our teachers, and the support of parents, our pupils become fluent readers, writers, listeners, performers, thinkers, and problem solvers throughout their years at school.
Developing social skills — Our students are exposed to social skills issues in Judaic Studies classes, projects, and volunteer charitable activities.
Our talent management is based on a special pedagogical attitude aimed at getting to know the students, and on a diverse, flexible education that is tailored to the needs of the students. By developing self-awareness, students are empowered to make choices, self-differentiate, and self-manage their own educational development. We inspire and follow these choices. Responding to the needs of the children we provide high-quality professional and human support with effective help of emerging characteristics, difficulties, and differences to help our students be as productive as possible.
It is essential for us that by the end of their studies, our students be able to learn independently, make responsible decisions, be open to their environment, stay motivated and be creative when it comes to completing their studies.
From classroom differentiation to small group talent development, and individual learning pathways to Talent House membership, we offer a range of opportunities to develop excellence at different age stages. Our school is an accredited talent center.
Development is part of our core service. In the first year of school, alongside class teachers, we have a specially trained teacher to help children get to know each other because we know that early identification of special educational needs is particularly important for effective development. This is when we start to identify the basic skills needed for effective learning and to complement the differentiating work of teachers, which is a core service provided by our school throughout the learning period. For those who, for whatever reason, need other activities to complement the basic services, the Institution can provide an individual program with the help of qualified professionals on site.
The school's English Plus program was launched in 2004 as a progressive system for children who can already communicate in English. The framework has been developed and consolidated over the years and runs from Grade 1 to Grade 10.
The first four grades are currently taught 10 hours per week in English, following an international curriculum. Thus, children in the program learn reading and writing in English from the first grade, complemented by other lessons also in English.
English Plus is currently being continued from Grade 5 for 8 lessons per week, and a second foreign language is being introduced from Grade 7.
In the Language and Information Technology Year (NYIT) following the eighth grade, there is the possibility of intensive development of the foreign language starting in the seventh grade.
In Grades 9 and 10, we offer a project-based program adapted to the level of our student’s English language skills, with four lessons per week, which develops critical thinking, communication skills, and academic writing through a wide variety of topics.
The English Plus part of the program ends after the tenth grade.
The program is continuously adapted and developed according to the results of our continuous assessment to adapt to the rapidly changing needs and challenges of the world.
After a year of preparation following the regime change, the Lauder Javne Jewish Community School was opened in the autumn of 1990. This was the result of an enthusiastic team of people who not only dreamed of a rebirth of Jewish education but also put in the effort, creating the legal framework, planning, designing and approving the educational program necessary to get it off the ground. Our school was only able to start because many parents, in keeping with Jewish tradition, chose us with confidence, placing the education of their children at the top of their priorities.
The support of Mr Ronald S. Lauder, who was committed to the "grassroots initiative", was essential to moving this milestone forward. By the time we were able to move in after a six-week "forest school", we had transformed the grim Lendvay Street Workers' Garrison building into a fun, community Jewish school open to innovation.
Another milestone in our lives was moving into the Budakeszi Road building, ending years of "dispersal". After the Marczibányi tér, Lendvay utca, Gárdonyi Géza utca, Tárogató utca locations, the little ones and the big ones could now live together, and the kindergarten moved next door only a year later. From that year on, it became a tradition to celebrate the school's birthday every February. It was the year when, for example, the classes presented the library foyer with colourful cushions and when the idea of a large and a small class celebrating together and having a cake was born.
Special projects across the ages were launched, giving our students so many opportunities to learn and collaborate based on their interests. Topical calendars, newspapers edited by young and old, theatre performances, book parties, bilingual books, trips, camps, micve activities...
Then, Ede Teller visited us and held an open hour in the lobby.
Last but not least, the graduation of our first high school students also took place this year.
It was the year in which the pedagogical and organisational framework for the management of the school was reorganised. Instead of the initial 6+6 grades in the post-primary phase, the school was divided into the three age phases that still exist today and the NYIT grade was introduced.
In both education and the running of the school organisation, we introduced the "e-college", a uniform electronic system not yet used in Hungary at that time.
This year we awarded the Feldmár-Kőrösy Prize for the first time, which was founded by Rachel and Yossi Korazim after the defence of their academic dissertation on the revival of Hungarian Jewry and the Lauder School. The award, which commemorates the Orthodox Feldmár and the Kőrösy family, who excelled in science, is still a tremendous recognition, and every year students, parents and teachers alike can nominate an educator who has done outstanding work in community building or content development.
Our faculty went on a study trip to Israel this summer.
By this time, we had not only filled the space available to us, but we had also expanded it. With over-enrolment on the rise, planning began to expand the kindergarten building, adding classrooms and smaller teaching commons. At the same time, we decided to start three parallel first classes.
Perhaps because of the change of leadership, it was a year of reflection, measurement and review. The Ludens, English Plus and NYIT programmes, optional projects, development and talent programmes tailored to individual characteristics, the system of assessment of our students and teachers, IT, music and visual arts, languages and research, the integration of excursions and camps into the learning process are initiatives of the past decades that encourage our teachers and students to constantly renew themselves, to be open, to question, to make choices, to make decisions, to constantly seek creative ways forward.
Facing up to the achievements and, of course, the difficulties were a decisive factor this year, with a successful change of leadership at the end of the school year.
We have a kindergarten, a primary school, and a secondary school. This means that children from the age of 2.5 years to school-leaving age have the opportunity to attend our school. After the 8th year, there is also a so-called language - IT year (NYIT), so some of our students graduate at 19 or 20.
There is also a mixed-age English-language group in the kindergarten, and from the first year of primary school, we have a bilingual program called English Plus for pupils who already speak English.
Our music school offers both primary art education and music education for those who want to get involved in the world of music.
Kindergarten: from 2.5 to 6 years old
Elementary school: 1 to 4th grade
Middle school: 5 - NYIT
High school: 9 - 12th grade
The Lauder Nursery School is located in a green belt setting, in a modern villa building and a new modern wing, with a mixed-age group of English-speaking children from 2.5 years old in addition to the traditional small, medium, and large groups. Children who have turned 6 but are still in kindergarten are getting ready for school with our "Lurkó" program.
Children are looking for stability, predictability, and security. We provide this in a family atmosphere, taking into account individual characteristics. This is based on the community atmosphere of the groups and the nursery, on being together and being open. Families are an integral and active part of our philosophy and of life in the nursery.
Our mission is to pass on Jewish holidays and traditions, to transmit Jewish culture, and to organize and celebrate family and kindergarten holidays together.
We consider it important that children receive an education that helps them to develop their independence and self-expression. They should learn about their rights and exercise them. Learn that they can influence their environment! Explore, discover the world, and become knowledgeable!
Instead of ready answers, we ask questions: we provoke children to think and motivate them to act. We respect children's ideas. We learn and explore together with the child. We use individualized treatment and differentiation. We give children the opportunity to learn through their senses and movement, to have a say in projects and in what happens to them.
We give preference to multi-use, natural, questioning, recyclable, transformable materials and toys that offer endless creative possibilities.
"Here learning is play and play is learning."
In grades 1 to 4, we also focus on the development of basic skills - reading, writing, and arithmetic - to lay the foundations for our students' future learning success. At the same time, we take their individual characteristics into account from the very beginning. Differentiated development and the implementation of individual development programs are carried out by two to two class teachers, with the help of a speech therapist, a psychologist, and, in the first year, a special (differentiating, developmental) teacher.
Individualized progress is reflected not only in the learning process but also in the assessment. Our specific text-based assessment system, based on consistent measurement, provides a way of giving nuanced feedback on ability, interest, and pace of progress. This builds on discussions with children and parents to help us find further individual pathways together, with each actor having a role and responsibility. We also pay particular attention to looking for early interest and talent.
The duration of the sessions - except for specialized lessons - can be determined by the teachers depending on the goal of the moment, the children's capacity, the learning content, and the nature of the activity. A particularly important part of our program is the integrated activities within the framework of projects, which bring together the world of learning and the world around children in an age-appropriate and integrated way. Projects, often outside the school building, also help to motivate learning, to choose activities that suit the individual, to learn learning techniques, and work together.
In the Ludens games program, we also teach logic board games, card games, chess, and digital games as part of the timetable, for one hour a week.
At this stage, learning about Judaism is primarily experiential, facilitated by the Shahar (dawn) program and communal celebrations. Hebrew, and then English, are also introduced at the elementary level.
At this stage, two class teachers are in charge of the classes, and of course, the subject teachers are also present.
Grades 5-6 – A new era begins: after fourth grade, new communities are formed. The newly formed classes start each day together, with their class teacher. As well as increasing children's independence, care is taken to ensure that they are properly supported to maintain their sense of security and make the most of their opportunities at school. A varied afternoon program helps to fulfill individual interests. Activity-based, collaborative, and skill-building learning continues to be an important element of schoolwork. In addition to performance, assessment expressed as a percentage, text-based assessment ensures individualization, reinforces self-evaluation, and helps to identify further work.
Grades 7-8 – In these grades, grading is introduced, complemented by text-based assessments from previous years. The integration of subjects, in-depth study of a subject, cooperation with peers, and responsibility are achieved through various projects. Increasing emphasis is placed on peer feedback and self-evaluation.
The special Year of Language and Information Technology (NYIT) – After eighth grade, a full academic year of intensive study of foreign languages (English for the vast majority of our students) and IT, as well as the development of learning skills and competencies, is provided.
After eighth grade, a full academic year of intensive study of foreign languages (English for the vast majority of our students) and IT, as well as the development of learning skills and competencies, is provided.
In addition to language lessons, NYIT students spend a high number of hours in different areas of IT: in addition to gaining a confident basic knowledge of IT and its use, they also learn a new language, and programming, and become more confident in learning computer-assisted learning techniques.
In other subjects, the emphasis is on skills development.
In the second half of the year, the year group goes on a study trip abroad as part of a project, which is an important community experience and language learning opportunity.
Our aim is to effectively help our students to become balanced, open-minded, innovative young adults with realistic self-awareness and effective learning skills so that they can pursue a useful and happy life for themselves and their wider community.
During the four years of high school, students are placed under the wing of a mentor of their choice, where 12-15 students form a mentoring team. Over the four years, the mentor's role is to help each student organize their studies, set goals and tasks for further learning, work on self-awareness, and resolve conflict situations while building a close-knit community of students who listen to each other.
The first two years of study are a consolidation of general knowledge, while the second two years are mainly a deepening of knowledge in line with career choices. We support our students' independent learning through an active learning environment, and most of our learning materials are available in digital format. We support the individual and collaborative use of various learning software and apps.
The student, parent, and mentor work together to plan the student's learning, setting goals, timetables, and tasks to achieve them, and monitoring their progress.
In Grades 11 and 12, we organize high-level preparation groups according to the chosen pathways. A significant number of our students continue their studies abroad after their secondary school years, supported by our special counseling team.
Our music school was founded in 2004 as a primary art school. We constantly strive to provide our students with a variety of opportunities to learn music. Our educational program aims to teach Jewish musical culture, along with Hungarian and universal musical culture. Our students can choose from the following instrumental specializations: flute, clarinet, saxophone, violin, percussion, accordion, piano, guitar, bassoon, viola, violin, and viola da gamba. They can use their instrumental skills in various chamber music and orchestral formations. In the 2007 academic year, our music school was awarded the title of a Qualified School of Excellence in Arts Education.
We offer two opportunities for those who want to get involved in music education:
I. Elementary Art Education — in this form, our students follow the requirements of the National Core Curriculum, which is set by the state, while learning about Jewish music culture at different levels. At the end of the school year, they receive a state-recognized certificate.
II. Music Workshop — for those who wish to learn music and instruments in an informal, non-school setting. This form of instrumental instruction is not a compulsory theoretical subject. We welcome adult students or students who are studying at another primary school but would like to choose from our range of courses. This form of education is not certified by the state.
Our school offers a wide range of afternoon activities for all ages. There are regular programs that have been running for many years, such as Talent House, chess, physiotherapy, art, volleyball, IT, football, and Javne Theatre, but there are also new programs every year, such as robotics, Startup Monday, and Jumpstart, and this year Krav Maga.
The workshops are mostly run by our colleagues, but there are also some from outside, whether parents or former Lauder students. We are open to innovations and new ideas, as long as there is space available in the school for the program.
According to the Lauder Javne School's understanding of Jewishness, there are many ways to experience belonging. Every effort is made to ensure that our students who wish to practice Judaism are given the opportunity to observe religious observance, but no one is expected to practice Judaism. We teach our students not to see their own understanding of Judaism as the only correct interpretation, but to respect, learn and understand other identities. From the beginning, it has been an important principle that we are open to religious and non-religious Jews as well as non-Jewish students. At the same time, we take it for granted that those who come to us are interested in the Jewish religion, tradition, and culture present throughout the school’s life. Knowledge of modern Hebrew and a relationship with Israel is also an important part of Jewish identity.
We believe that when interpreting religious ideas and customs, the views of all religious and secular Jewish movements should be known. Through their studies, our students acquire the knowledge and methods of interpretation that will enable them to choose the most attractive of the various concepts of Judaism.
Lauder Javne School believes in the power of knowledge, community, and innovation. Our school is a unique workshop where, through the study of Jewish tradition and culture, students learn both the values of tradition and the values of contemporary Jewish culture. Through the values of tradition and modernity, our school educates its students to be open and accepting of diversity and to learn about the world and within it Judaism.
The e-learning program of the Lauder Javne School in Budapest has been operating since 2015, drawing on many years of experience. Through distance learning, we make it possible to study Jewish Studies and the Hebrew language for those who do not have the opportunity to do so in their own environment. Twice a year, we also organize offline community meetings, which participants of the program are warmly invited to attend.
Starting from September 2024, we will offer the opportunity for adults eager to learn to join as well.
The curriculum – in line with the philosophy of the Lauder School – provides a wide spectrum of knowledge related to Judaism and the Hebrew language, ranging from beginners level to prep for language proficiency exams. The program takes place online on a weekly basis, at a time agreed upon in advance by the instructor and the students. The program is self-financed.
For more information and to register for the start-up groups:
https://jelentkezes.lauder.hu/elearning or e-mail: e-learning@lauder.hu
The school's kosher kitchen was built and maintained with the support of the Ronald S. Lauder Foundation and the Reichman Foundation.
The kosher kitchen is important to the school because we believe that a Jewish educational institution should include the basic symbols of Jewish religion and culture. That's why our calendar is built around Jewish holidays, why we have a mezuzah on the doors, and why we eat kosher food in the cafeteria.
The canteen offers a plentiful and healthy choice of food. We have a salad bar every day, and we offer a vegetarian option every day. There are also three 'meat' meals (i.e. containing meat) and two 'dairy' meals (i.e. containing dairy products) on the menu each week. According to kosher rules, no dairy products are served with meat dishes, and no meat products are served with dairy dishes.
Rabbi Dov Levy is the kosher chef, and Balázs Csányi is the kosher quality control officer.
"The most important goal is that they love going to school."
In this article, you can read the thoughts of Katalin Dobrovitzky, our differentiation program coordinator: "What to select, school or teacher?" The article is in Hungarian.
These days, parents interested in the first grade can get an insight into school life. They can talk to the management, and meet children and teachers. A joint information session will give them an insight into the school's concepts, its principles, and practices.
The aim of the Open Day is to give families a more complex impression and knowledge of our school so that they can decide whether they can identify with our educational goals.
Details and registration on the website: jelentkezes.lauder.hu.
A mutual decision on whether the parent and the school can work together will be made after the playhouse. Details of the playhouse will be communicated by email.
The aim of the program is to get to know the children and their parents.
The children will participate in small group sessions led by our teachers, where they will engage in playful, drawing and movement activities. Teachers can gain experience to build up their classes later on.
At the same time, parents are invited to a discussion with the school leaders and some of the teachers.
Applicants will be informed of the admission decision before the enrolment dates of the district schools.
During the open day, interested parents can get an inside view of school life. They will have an opportunity to visit classes, talk to members of the management, and meet students and teachers. During the informative session, we present the school’s mission, operational theories, and practices.
The aim of the open day is to provide a complex knowledge and understanding of our institution and to facilitate decision-making on whether families can identify themselves with our pedagogical objectives, to decide if our way of life is desirable for children and parents alike. A resolution that parents and the school are willing to collaborate on is made after a matriculation interview. Applicants are notified of the date and time of the interview via email.
Registration for the open day starts a few days before the event. The exact dates are communicated on our web page approx. three weeks ahead.
More details and registration available at jelentkezes.lauder.hu.
Interviews will be organised only for those grades where there are vacancies in the classes.
Mid-year applications are evaluated on a case-by-case basis in light of existing vacancies. The date and time will be agreed on in person.
Applications to 5th-12th grade are accepted exclusively against available vacancies in classes.
Please fill out our application form and register online.
By this exam, we aim to comprehend the level of knowledge of the applicants and the possible willingness and skills for cooperation and integration into the already existing classroom community. We emphasize the importance of the discussion with parents during which both parties may articulate their requirements.
The exam consists of a short written part (in Hungarian literature and grammar, Mathematics, and English language for those who apply for the E+ class) and an interview with the future homeroom teachers and mentors.
In case further information is needed please address your questions to felveteli@lauder.hu.
Further information and application deadlines are available at jelentkezes.lauder.hu.
Applications are to be submitted electronically by completing the following online form: application form.
Families are advised on the results and further instructions are given by April.
Interested families are welcome throughout the whole year. Upon arrangement of an appointment, we are happy to present our kindergarten and explain our program. Accepting the program is a prerequisite for the application.
Admittance is decided by the Principal with the recommendations of the Head of the Kindergarten.
Aspects of the decision:
Siblings who have attended or are attending the Lauder Kindergarten or School may have an advantage in the process.
Our Hungarian and English-speaking groups welcome children from the ages of two to two and a half.
Your applications are most welcome.
For further information please contact Ms. Szonja Merényi at javne@lauder.hu or ovi@lauder.hu.
Further information and application deadlines are available at jelentkezes.lauder.hu.
You can apply for music school at the end of the school year. Application is made online. Parents will be informed of the application procedure by e-mail before the start of the application period. The earliest possible start date for music school studies is from grade 2 and is subject to an admission interview.
Questions about the music school can be sent by e-mail to zeneiskola@lauder.hu.
Applications from Elementary schools can be submitted via “KÖZÉPFOKÚ FELVÉTELI INFORMÁCIÓS RENDSZER” (KIFIR). To complete the form, you will need the OM code of the chosen institution and of the chosen specialization track/class.
Our school’s OM code is 034905.
For the Language-prep year and the Language-IT 9NY year, the code is 1414.
For applications to the first year of the regular High School class, the code is 0404.
Applications are evaluated based on the results of written examinations, scholastic records, and interviews (in 50% 25% 25% proportions).
For detailed information please contact felveteli@lauder.hu.
In the 30-year-old Lauder Javne School, it is a high priority of ours to ensure availability to those Jewish families who welcome and embrace the school’s values and pedagogical mission.
For this very reason, we extended our social system. We considered this important in order to secure solidarity in our Jewish community. From the 31st school year, starting in 2020 we would like to introduce a new tuition fee system accommodating the application of families with various financial backgrounds and opportunities. We broadened our definition of social support and the circle of eligible families. We also streamlined and simplified the administrative process of the application.
The key points of the new social support system are the following:
In consideration of the larger discount received for fulfilling the payment obligation, the Guardian undertakes that he/she and/or the Guardian's partner will certify by March 1st of the following calendar year that they have undertaken voluntary work at a Jewish organization with its headquarters or branch in Hungary.
For the academic year 2025/26, with the granting of larger discounts, we expect the certification of the following working hours:
The application form is available at https://enaplo.lauder.hu/szocialis_tamogatas
Lauder Javne Zsidó Közösségi Óvoda, Általános Iskola, Gimnázium és Zenei Alapfokú Művészeti Iskola
Our main sponsor is the Ronald S. Lauder Foundation
The representative of the foundation in Budapest: Tímea Nyerges
Address: 1121 Budapest, Budakeszi út 48.
Phone: +36 1 275 2240, +36 1 275 2241, +36 70 363 0163
E-mail: javne@lauder.hu, ugyfelszolgalat@lauder.hu, ovi@lauder.hu
Website: www.lauder.hu
The school’s tax number: 18235599-1-43
Statistical number: 18235599 8531-56901
OM ID: OM 034905
Operating license number: BPB/012/03626-9/2013
The school is maintained by:
Világi Zsidó Iskola Alapítvány (VZSIA)
1121 Budapest, Budakeszi út 48.
Tax number of the foundation:
19014331-1-43
Our partners:
Our school is a partner of the Budapest Festival Orchestra
Financial Administrator: Mr. János Halász
E-mail: gazdasagi@lauder.hu
Privacy officer: Mr. Kornél Klausmann, kornel@drklausmann.hu
Cashier’s office opening hours: Monday to Friday: 7:45-10:00, Wednesday: 7:45-10:00, and 14:00-16:30
Bank account numbers:
Prescribed mandatory payment: Lauder Javne Iskola, OTP Bank: 11705008-21236411 (Please provide the child's name in the payment reference.)
Music School: Világi Zsidó Iskola Alapítvány, OTP Bank: 11705008-21235757
Individual program fees: Lauder Javne Iskola, OTP Bank: 11705008-22535421
School bus: Lauder Javne Iskola Iskolabusz., OTP Bank: 11705008-22535438
Gábor Horányi
Principal
Szonja Merényi
Head of Kindergarten
Kata Szőllős
Head of Elementary School
Kinga Máhr
Head of Middle School
Péter Varga
Head of High School
Ágnes Halmai
Head of English Plus Program
Balázs Pados
Head of Music School
János Halász
Head of IT and Financial Administration
András Péter
Head of Technical Operations
Mónika Juhász
Head of Educational Administration
Eszter Ruttkay
Head of Human Resources
Benjamin Koczka
Head of Applied Media
In the interest of publicity of the operation of the Secular Jewish School Foundation, the Board of Trustees' multifaceted information and better dialogue, the Board of Trustees has asked the Principal of the School to publish on the website of the institution the names of the Trustees, as well as an e-mail address through which users of the website can contact them directly. The Board of Trustees welcomes any information that may be useful for the development and quality of the School and is happy to enter into a dialogue with the users of the website.
The members of the Board of Trustees are:
You may contact them at kuratorium@lauder.hu.
Head of Music school: Balázs Pados
Music school coordinator: Katalin Joó
Phone: 275-2240/161
E-mail: zeneiskola@lauder.hu
ECL Hebrew language exam takes place on the first weekend of April and December each year.
There are two available locations for the Hebrew language examination (written and oral on A2/B2/C1 levels): Lauder Javne School (LJI) and Israeli Cultural Institute (IKI).
Application information:
| oral | written | complex | |
| A2 exam level (non-accredited languages) | 12 000 Ft | 12 000 Ft | 20 000 Ft |
| B1 exam level (non accredited languages) | 15 000 Ft | 15 000 Ft | 25 000 Ft |
| B2 exam level (non accredited languages) | 17 000 Ft | 17 000 Ft | 28 000 Ft |
| C1 exam level (non accredited languages) | 19 000 Ft | 19 000 Ft | 30 000 Ft |
Please send proof of payment (account voucher) and the completed application form to papp.ervin@lauder.hu
For further information (dates, prerequisites, levels, application, etc.) please contact Mr. Ervin Papp (exam location manager) at +3620-266-7529; papp.ervin@lauder.hu.
In 2018 the “Nyelvtudással az Egységes Európáért Alapítvány” (foundation) and The Lauder Javne School (with the support of the International Secretariat of the International ECL Language Examination Centre and the Hungarian Chairmanship of the ECL Language Examination System) advertise a biennial foreign language competition for interested secondary school students from seventh grade.
We welcome the application of those seventh-grade students (or older) who wish to obtain a Hebrew language certificate. The competition can be considered an ECL mock exam. Its exercises are corresponding to the ECL exam exercises.
For further information (dates, prerequisites, levels, application, etc.) please contact Mr. Ervin Papp (exam location manager) at +3620-266-7529; papp.ervin@lauder.hu.
Further information is also available here (in Hungarian). The application is available here (in Hungarian).
Impressum
Special thanks go to Dr Anna Szeszler for her writings on the history block.
The site was developed by the Lauder Javne School TECH team. Photos by Dániel Biljarszki.
Our site is hosted on the Lauder Javne School servers.
Comments on the site are welcome at tech@lauder.hu.