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b. get the student duties according to the applicable provisions

c. get access to religious and religious support services in accordance with the religion and confidence of participants did ik mas ing-mas ing, ba ik di seko lah or outside seko lah;

d. obtain education services outside of the educational programs that are under way in accordance with applicable laws;

e. obtaining information in accordance with the level of intellect and age for the sake of his development according to the rules of the laws of the laws;

f. obtaining protection from acts of violence, arbitrariness that endangers physical or nonphysical safety that occurs within the school and/or outside of school.

Article 14

Every educated participant is obliged to:

A. follow the learning process and complete the education program in accordance with his education window;

b. The bers are respectful, polite and well-mannered to the elderly, pendid ic and power

The fullness of the fish is his la;

c. carry out the kewaj iban or per his religious leech and salute i pe the worship of the peser ta did ik la m;

d. maintain and maintain the means and amenities, cleanliness, security and public order both in the school environment and in the middle of society;

e. maintaining confusion and peace to realize the social harmonisate;

f. comply, obey and execute any provisions of the laws

that are applicable either in the school environment and outside of the school;

g. follow and co-host religious great days of each-

each;

h. follow sports activities such as swimming, self-defense as well as other branches of priority sports

others that technical implementation are set up with the Mayor's Ordinance with mandatory

pay attention to religious and cultural norms;

i. following an Arabic language education for Muslim learters who are Muslims and Languages

England in order to increase the international competisability;

j. follow the activities of the ramadhan pesantren, youth wirid and early education and wear

the muslim/muslimah uniform, reading the Qur'an, memorizing Juz ' Amma and Asmaul

Husna for those who are Muslims and follow such activities for the Learnable participants who

are religious other than Islam.

Fourth Quarter Educators and Education

Article 15

Every educator and/or educational workforce is entitled to:

a. obtaining appropriate and appropriate income and welfare benefits in accordance with the provisions of the laws of law;

b. obtaining an award in accordance with the tasks and achievements of the work;

c. obtaining coaching and career development opportunities in accordance with the required competencies;

d. obtain the same opportunity and treatment to use the means, infrastructure, and educational facilities to support the performance of the task execution;

e. obtaining the same opportunity to develop, improve qualifications, follow training and development of the profession in its field;

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f. To get a chance to union in the organization of the profession of scholarship to maintain its professional duties in accordance with the laws.

g. Provide an assessment and determine the student's graduation in accordance with the laws of the law;

h. obtaining legal protection from acts of violence, threats, dissent treatment, intimidation, or unfair treatment of the educated participants, parents, society and or other parties and in conveys scientific correctness;

i. obtaining the protection of the profession against the termination of a unilaterally working relationship that is not in accordance with the laws applicable to the unreasonable rewards and respect of the restrictions in conveying the views and against harassment in his profession that could hamper educators and the education power in carrying out his duties;

j. get severance in the event of a working relationship that has been in accordance with the provisions of the laws, at least 3 times the salary.

k. obtain health and safety protection/work accidents and/or any other risk;

l. obtain a leave of absence according to the laws.

Article 16

Any educator and/or compulsory education power:

a. carrying out tasks and obligations professionally, objectively, honest, responsible and undiscriminatory;

b. create an educational atmosphere that is conducive, meaningful, fun, creative, dynamic, and dialogic;

c. has a professional commitment to improve education quality;

d. Apply the value of the tauladan and preserve the name of the institution, profession and position in accordance with the authority and trust given to it;

e. prepare and carry out the learning of the pekerti material either on its own standing subjects as well as integrated in other subjects, during the course of teaching learning;

f. seek, receive, process and deliver the correct information properly;

g. providing guidance and counseling to educated participants;

h. understand, analyze, obey laws, code of conduct, religious and ethical values related to the underlying tasks and functions;

i. Play an active role in processing guiding and directing learers in ramadhan pesantren, juvenile wirid, dawn-educated and commemoration of religious great days as well as other same-sex activities;

j. Plan, execute, monitor and assess/evaluate the work of education that is the subject matter and function;

k. embed, maintain and embed the values of unity and the unity of the nation;

l. Respect and respect for the rights and non-violent conduct of both your fellow and protege's friends;

m. developing and deep learning of the learning material in the school environment and the school leadership is required to facilitate;

Fifth Section of the Local Government

Article 17

The Local Government is entitled to request information and reports of development or progress of hosting and/or educational management of both formal, non formal and in formal.

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Article 18

The Local Government is obligated:

a. Guarantees of a quality and equitable education.

b. Channeling, aiding and/or providing an early child resource and education facility, primary and secondary education in both public and religious education with non-discrete principles and alignment asas;

c. complete the society from illiterate;

d. hosting and/or facilitating equality education;

e. provide facil itas and/or organizes for the needs/special abilities, displaced children and street children;

f. Facilitate, nurture and develop competency standards for educators and

education power both public and private schools;

g. Perform a measured, accountable, professional and responsible educational management function;

h. perform coordination between educational organizers for the implementation of a thorough education program;

i. facilitate the existence and continuity of quality vocational school for quality.

CHAPTER VI HOSTING EDUCATION

Part General

Article 19

(1) The education of good education Early-age education, primary education, and secondary education can be conducted by the Government, Local Government, Legal and community officials.

(2) The education unit on all types and educational types as referred to paragraph (1) can developed into an educational unit based on local excellence.

(3) State-based staking requirements, staging and management of education units based on local primacy as referred to in paragraph (2) that are next set up with the Mayor Regulation.

(4) The education of early childhood education, The primary education, and secondary education, as referred to in the paragraph (1) is in the coordination of the Education Service and/or the ministry of the ministry concerned according to its authority under the provisions of the laws.

(5) Foreign Education must obtain permission from the local government with the approval of the DPRD;

(6) The terms of the hosting of foreign education as referred to in paragraph (5) are governed by the Mayor's Ordinance.

Article 20

(1) Organizers and staging of nonformal education should pay attention and consider the economic, social cultural and psychological aspects of the learers

(2) Further provisions on the layout A nonformal education is governed by the Mayor's Rules.

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Article 21

(1) The compliance of informal education is performed in accordance with the provisions

The invitations

(2) The results of informal education are recognized as both formal and nonformal education. after

through the exam by an institution designated by the Government/Local Government.

(3) Further provisions regarding the hosting of the exam as referred to in paragraph

(2) are governed by the Mayor's Ordinance.

Article 22

(1) The local government organizes a fable education international-based excellence

area on any type and education level

(2) The local government supports and facilitates the community that organizes

an international level of excellence-based education.

(3) The financing and educational hosting as referred to in paragraph (1)

is exercised with a cross-subsidy system

(4) More provisions on the manner of the international education program

Based on area excellence is set with the Mayor ' s Regulation.

Section 23

The special education and special services can be SLB-shaped and or inclusive class on any type and education level.

Article 24

(1) Hosting and education management Religions are implemented by the government

and the public in accordance with the provisions of the laws.

(2) Local government and community support and facilitation to grow and

develop religious education.

(3) In order to realize the learnable, noble and noble learnable

organized ramadhan pesantren, juvenile wirid, dawn-educated, and activities

the like for Muslims, and organizes similar activities for which

(4) Further provisions about the grammar Religious education is set up

with the Mayor's Rules.

Second Quarter Licensing

Article 25

(1) Any establishment of an educational unit either formal or non-formal, is required to obtain permission from the Local Government or designated institution.

(2) The Requirements for obtaining the permission as referred to in paragraph (1) includes the content of education, number and qualifications of educators and educationist, educational means and infrastructure, education financing, evaluation system, certification, education and educational processes and aspects geo.

(3) The consent of the educational unit ' s establishment as referred to in verse (1), for private schools provided with regard to the recommendations and support of the private association of the Ministry of Education Professionals.

(4) Further provisions as referred to in paragraph (1), paragraph (2) and paragraph (3) are governed more Proceed with the Mayor's Rules.

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Article 26

Against the establishment or revocation of formal or non formal educational unit permits that are under the authority of vertical agencies in the area, must go through a coordination meeting to obtain Recommendations from Local Government.

Third Quarter Addition, Status Change, Combined and Closing

Article 27

(1) Any additions, status changes, incorporation and closing of educational units can be conducted after receiving approval from the Local Government.

(2) Addition, status changes, merging and closing of educational units need to consider the quality, quantity, location and accreditation value of the school, as well as referring to the interests and/or needs of the area.

(3) the education unit that hosted the Local Government that has been able and deserves to be managed independently by the principal can be increased status to a local excellence-based education unit.

(4) The provisions of implementation of additions or changes status, incorporation and closure of the education unit as intended on verse (1), paragraph (2), paragraph (2), paragraph (3), further set up with the Mayor Regulation.

BAB VII PATHWAY, GENDER AND EDUCATION TYPE

Part General

Article 28

(1) The educational path is composed of education formal, nonformal, and informal complementary one with the other.

(2) The education general consists of a primary education, and secondary education.

(3) The type of education that includes general education, vocational, religious and special.

(4) The path, the body, and the type of education as referred to in the paragraph (1), paragraph (2) and verse (3) are embodied in the form of a unit of education of course.

Article 29

The path, type, and type of education as referred to in verse (1), paragraph (2) and verse (3) section 20 can be realized in the form of a unit. Certain education is:

a. Early childhood education;

b. Primary education;

c. Secondary education;

d. Non-formal education;

e. Informal education;

f. International level of education and local excellence;

g. Special education and special services;

h. Religious education.

The Second Part of Child Education Dini

Article 30

(1) Early-child education can be held via nonformal, and informal pathways.

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(2) The form of an early-age child education unit on non-formal educational pathways as

is referred to in paragraph (1), including kindergarten, RA, BA, TPA, KB or other forms as a simple.

(3) The form of the child education unit early on an informal educational path as

referred to in verse (1), is the education that is exercised in the middle of the family and

the public.

(4) The type of Education as referred to in verse (2) may be a general education,

religious and special.

Article 31

(1) Educant of the Child Penitipan Park or other form of a simple age since birth

up to 2 (two) years.

(2) Playing Groups or other forms are simply 2 (two) years

up to 5 (five) years.

(3) Students Park kindergarten or other forms are simply 5 (5) year

up to 6 (six) years.

Third Section of Basic Education

Section 32

(1) Basic education is organized through a formal educational path.

(2) The form of basic education units as referred to in paragraph (1), covering SD, MI, or other such a simple form as well as SMP, MTs or other bentu which a simple one.

(3) SD, MI, or any other form is composed of 6 (six) levels, SMP, MTs or other forms that are composed of 3 (three) levels, except for the acceleration program.

(4) The type of Education as referred to in paragraph (2) can be General, vocational, religious, and special education.

Article 33

(1) The educated student, MI, or other form can be at least 6

(six) years.

(2) For the learnant as it means on the paragraph (1) is recommended to follow the window

pre-school education.

(3) Students of junior high school, MTs or other forms are elementary graduates, MI or other forms

that is simply an ajad. and have MDA/TPA certificates for Muslims or other forms

in a kind for non-Islam.

(4) For protégants who are from outside the City of Padang who have not yet been certified/diplomas

as referred to the paragraph (3) given a dispensation for a year to

get the certificate.

Article 34

(1) The elementary student, MI, or other form is simply an ensign, and a junior high school student, MTs or

another form a simple one can move to a path or other educational unit equivalent

after going through the test basic competence as well as meeting the requirements of the education unit

concerned.

(2) Eductable educated participants in other countries may move to SD, MI, SMP, MTs or any other form

which is simply in accordance with the provisions of the Laws of the Law.

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Fourth Quarter of Secondary Education

Article 35

(1) Secondary education is organized through the formal education path.

(2) The form of the secondary education unit as referred to in paragraph (1), include high school,

SMK, MA, or other forms that are simply ajad.

(3) High school and MA comprise 3 (three) levels, except for the acceleration program, and for SMK

can be plus one level

(4) the type of Education as referred to in verse (2) may be a general education,

vocational, religious and special.

(5) In order to prepare a skilled student of the Local Government necessary

support and facilitate the growth and development of vocational schools.

Article 36

(1) High school students, SMK, MA, or other forms are It is a graduate of junior high school, MTs, Package

B, and has an MDW/TPSA certificate for which Muslims or other forms are

similar to non-Muslims.

(2) For prospective students high school students, SMK, Madrasah Aliyah or form other equivalent that

does not have an MDW/TPSA certificate for the Islamic person or any other form that

a type/equivalent to non-Muslims as referred to in verse (1) is still acceptable

up to the beginning of the 2013/2014 Lesson Year.

(3) For educated participants who are from outside the City of Padang who do not have a certificate/diploma

as referred to in paragraph (1) and the paragraph (2) is granted a dispensation for one year

to obtain the certificate.

(4) The further provisions of the implementation technique as referred to in paragraph (1)

and paragraph (2) are specified with the Mayor's Rule.

Article 37

(1) High school students, SMK, MA, or any other form is simple, may move the program

expertise on track and other educational units equivalent to the requirements.

(2) The learners who study in other Countries may move to high school, SMK, MA, or any other form

which is equal in accordance with the provisions of the Laws of the Law.

Fifth Part Nonformal Education

Article 38

Nonformal education is shaped:

a. Institute of course;

b. Training institution;

c. Study group;

d. Center for community learning activities;

e. MDA/TPA, MDW/TPSA

f. The Assembly of Inlim;

g. Education unit of the like.

Article 39

The Nonformal Education Program includes:

a. Religious education;

b. Education of life skills;

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c. Education of youth;

d. Female empowerment education;

e. The education of the accetic;

f. Skills education and work training;

g. equality education;

h. Other education. Article 40

(1) The educated participants of the institution of religious education are educated participants who

requires provisions to establish faith and taxa, virtuous and berakhlak

noble in maintaining its existence as Religious people.

(2) Educers on educational institutions, course institutions, and training institutions are

citizens who need provisions to develop themselves, work out looking

the living and or continuing education Higher level.

(3) Educated Participant in the study group and center Community learning activities are citizens

communities who want to learn to develop, work, and or move on to the

higher education level.

(4) The educated participants in the talim assembly are the public Muslims who want to study and

study the teachings of Islam and or to improve knowledge, skills, attitudes,

and, life prowess.

(5) Educary education is a youth citizen.

(6) Educated participants in the education of the accetic education are citizens of the age of 15 (fifteen)

years up that have not been able to read, write, count, and or communicate

in Indonesian.

(7) The students of the Package A program are interested people

the education equivalent of SD/MI.

(8) Educant of the Package B Program is a member of the public who has passed the Package A,

or SD/MI or any other equal education interested in the equivalent of an education equivalent

SMP/MTs.

(9) Educant of the Package C Program is a member of the public who has passed the B Package,

or SMP/MTs or other educational degrees that are interested in the education

equivalent of SMA/MA.

Sixth Section of Informal Education

Article 41

(1) The informal education of family and or environmental activities

learning independently.

(2) informal education as referred to in paragraph (1), includes: education that

is conducted through mass media, public education through various social activities and

culture, as well as interaction with nature.

Article 42

The educated participants on informal public education are every citizen.

The Seventh Quarter of the International Education-Based Education Area

Article 43

(1) The international level of excellence-based education is organized through the course

formal, nonformal and or informal education with the nuances of religion, customs and culture.

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(2) International and regional superiority education on the educational path

formal kindergarten, SD, MI, SMP, MTs, SMA, MA, SMK, and MAK as well as other education units

which are equal.

(3) International education-based non-formal regional superiority in the form of institutions

courses, training institutes as well as other educational units equal.

(4) The international education-based education is based on informal regional superiority. education-shaped

family and environment.

(5) The type of Educational Education International, vocational, vocational, religious, and special education (2) can be general education, vocational, religious, and special.

Article 44

(1) Educationally educated at an international degree of higher education based on local excellence are learnparticipants who have met the requirements, selection and in accordance with the provisions of the laws.

(2) The requirements and selection as referred to in paragraph (1) maintain the academic and psychological capabilities.

(3) The process of interviews with student parents who touched the problem of the problem giving education donations is not was justified except after the announcement of the graduation announcement of prospective students at the RSBI/SBI school.

The Eighth Section of Special Education and Special Service Education

Article 45

(1) Special education and special services education is organized through the educational path

formal, nonformal, and informal.

(2) Special education may be interspersed in SD/MI education units, SMP/MTs, SMA/MA,

SMK/MA, or other forms are equal.

(3) Formal special school-shaped special education (SLB) and or inclusive class appropriate

with an educational window.

(4) The form of the educational program specialized in verse (3)

can be done in the form of a special class and or special education unit.

(5) The formal special education for learners who have potential intelligence and or talent

special can be an acceleration program, enrichment program, or a combined program

acceleration and enrichment program.

(6) Special education and nonformal special services education-shaped course agencies,

study groups, agencies training as well as other educational units equal.

(7) Special Education and Special services education as referred to as paragraph (1) can

in general, vocational, religious and special education.

Article 46

(1) The educated participants in special education are learnparticipants who experience physical constraints, emotional, mental and social.

(2) The educated participants on a special service education are learers who have potential intelligence and or special talent.

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The ninth part of Religious Education

Article 47

Religious education is organized in formal, informal and non-formal forms in accordance with the provisions of the laws.

section 48

(1) Religious education aims for the formation of learners who understand and observe their religious values and/or become an insightful, critical, innovative and dynamic religious science expert in the For example, the life of the faithful, the faithful and the noble.

(2) Religious education serves to prepare educated participants into members of the public who understand and observe the values of his religious teachings and/or become a religious science expert.

BAB VIII

CURRICULUM Part Atu

General Article 49

(1) The Regional Government develops an early child education curriculum, primary education, secondary education and religious education according to the standards set by the Government by adhering to the system School-Based Management (MBS) and Competency-Based Curriculum (KBK).

(2) The development of the curriculum as referred to in paragraph (1) is exercised with a diversified principle in accordance with units of education, regional potential, and learners.

(3) The Local Government sets the guidelines of the drafting of the curriculum In the non-formal and informal educational pathways, subject, subject, and support refers to the competency standards.

(4) Further provisions on the implementation of the curriculum development as

are referred to in paragraph (1) set with the Mayor ' s Regulation.

The Second Quarter of the Local Curriculum

Article 50

(1) The local Curriculum on an early child education unit contains:

a. the enhancer of faith and the taqwa to the Almighty God;

b. increased akhlak and pekerti;

c. development of attitude, behavior, and basic capabilities in accordance with the growth and development of learers;

d. development of capabilities in adjusting to the environment;

e. diversity of potential and regional culture;

f. knowledge and disaster preparedness skills and other areas needs.

(2) The local curriculum of primary and secondary education units is loading:

a. the enhancer of faith and the taqwa to the Almighty God;

b. increased akhlak and pekerti;

c. increased potential and interest of learers;

d. regional potential diversity;

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e. environment preservation;

f. state and national development demands;

g. the development of science and technology as well as art;

h. social and economic;

i. customs and region culture;

j. global development dynamics;

k. knowledge and disaster preparedness skills;

l. Arabic, English and other international promiscular languages;

m. Knowledge and other skills are compatible with the needs of the area.

(3) The level of education unit level for package programs A, package B, and package C, refers to the standard competency of graduates.

(4) The local curricular curriculum as In paragraph (1) paragraph (2) and paragraph (3) are further set up with the Mayor's Rule.

CHAPTER IX EDUCATOR AND WORKFORCE

Section Parts of Duty and Responsibility

Section 51

(1) Educators Task as a professional workforce educating, teaching, guiding, directing,

coaching and evaluate the learers both on formal, non formal and

informal education.

(2) The responsibility of educators organizes the educational process so as to give birth to participants

protégates who have intellectual, emotional, sprite and social intelligence.

Article 52

(1) The Workforce Is Responsible carrying out administration, management, development,

supervision and technical services to improve education process transparently

accountable, legal certainty, professional, timely and exact target.

(2) The responsibility The education of education manifests its prime ministry in support and

sustaining qualified education, noble and conducive education.

Second Quarter Requirements

Article 53

(1) To be appointed as educators, prospective educators have the qualification standards. minimum, certification as an educator, and must meet the requirements as an educator.

(2) Requirements as an educator as referred to in paragraph (1) is:

a. " Believe in the Lord, the Lord of the Lord, and the Lord of the Lord.

Virtuous and never engaged in a despicable act.

c. Healthy physical and spiritual

d. Have a commitment to realize the educational goals

e. Have qualified qualifications and certifications in accordance with the form, type and education type that refers to the rules of the invite-invite rule.

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Article 54

The requirement as an education force on the structural post that is technically technical to education is:

a. " Believe in the Lord, the Lord of the Lord, and the Lord of the Lord.

Virtuous and never engaged in a despicable act.

c. Healthy physical and spiritual

d. Have a commitment to realize the educational goals

e. It has a qualification of education and/or minimum 5 years of experience in educational institutions in accordance with the provisions of the laws.

Article 55

Educational Certification as referred to in letter e paragraph (2) Section 51 on formal and non formal educational lines in the education unit of early childhood, primary education and secondary education is generated by the The college is set by the government.

Third Quarter Rapture, Placements, Remoders and Pit Stop

Article 56

(1) Rapture, placement, transfer and discharge of the educationist and power Education is the authority of the Regional Head as the Acting Officer of the Department of Staff. with regard to the unifying azas, needs, refreshment, and profes ionales.

(2) PNS proteges can be placed on private schools with the proposal of the Education Service on the approval/application of the foundation/body leadership/institution of the education unit by considering the recommendation of the organization's profession.

(3) The PNS educationist can be placed on the education unit that is on the coaching of the Ministry of Religious Affairs with the application and/or approval of the Head Office of the Ministry of Religious Affairs by considering career development. and the welfare is concerned.

(4) The Assignment of the Power Educators as Principal or School Superintendent consider the filial, dedication, loyalty and professionalism through objective selection of both technical and managerial and adhering to the training prepared for the prospective Headmaster or the School Superintendent.

(5) The Mutation and rotation of the Principal may be executed if the concerned has been in charge of the minimum education unit for 4 (four) years with the basis of the work achievement, alignment and refreshment. As per the terms of the negotiations.

(6) Before the proposal and establishment of the formation of the candidate of the Workforce Educated Workforce, which was done through the formation analysis, first coordinated with the DPRD.

Fourth section of coaching and Development

Article 57

(1) Coaching and development of educators and education power are the responsibility of the employee of the workforce both through assignment, supervision, coaching

(2) In order to obtain professional educators and educationist as well as motivation, it needs to be done periodically.

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(3) Training and educational discipline are the responsibility of the employment of employees who are technically conducted by the Education Service, the Office of the Ministry of Religious Affairs and the Education organizer Foundation.

Fifth part of Welfare

Article 58

(1) The improvement of the welfare of Educency and education is responsible with the central government, province and city in accordance with regulatory provisions. Applicable laws.

(2) In an attempt to motivate increased performance Education and education personnel need to provide support and welfare assistance in the form of regional benefits and/or additional income.

(3) The educational organizers on each unit of education are required to pay attention. Pedagogical and educational welfare at least as large as the minimum Upah Minimum Regional (UMR).

Section Six Awards

Article 59

(1) The awards to educators and/or educational personnel are given over basic achievement of work, devotion, loyalty to the area or institution, Contributed to the country, the beneficial findings for the nation and the state and died in performing the task.

(2) The award as referred to in verse (1) is given by the Local Government and/or the education unit is a rise the rank, service marks, awards, educational fees and other awards.

(3) The provisions of awarding the award to educators and/or educationist as referred to in paragraph (1) and paragraph (2) above are further with Mayor's Rule.

Seventh Part Of The Profeslation

Article 60

(1) Educency and education power may become members/administrators of existing profession organizations;

(2) The organization of the profession as referred to in paragraph (1) aims at improving and/or developing capabilities, professions, and welfare.

CHAPTER X EDUCATIONAL BOARD AND SCHOOL COMMITTEE

Article 61

(1) In the efforts of improving the quality of education services, local governments form the Regional Board of Education.

(2) Organizing units Education forms the school committee.

(3) The principal duties and functions of the Regional Board of Education and the School Committee provide consideration and support of the means and support of the means and infrastructure as well as educational supervision.

(4) The Member of the Board of Regional Education consists of:

a. People who have a care, competence and commitment to the growth and development of education.

b. A member of the DPRD who is teaching education.

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