SHEET COUNTRY
REPUBLIC OF INDONESIA
| No. 23, 2010 | (Explanation in Additional State Sheet of the Republic of Indonesia Number 5105) |
GOVERNMENT REGULATION OF THE REPUBLIC OF INDONESIA
NUMBER 17 Year 2010
ABOUT
THE MANAGEMENT AND HOSTING OF EDUCATION
WITH THE GRACE OF THE ALMIGHTY GOD
PRESIDENT OF THE REPUBLIC OF INDONESIA,
Weighing: that to execute the provisions of
Section 12 paragraph (4),
Article 17 paragraph (3),
Article 18 paragraph (4),
Section 20 paragraph (4),
Section 21 paragraph (7),
Section 24 paragraph (4),
Section 25 verses (3),
Article 26 paragraph (7),
Article 27 paragraph (3),
Section 28 paragraph (6),
Section 31 paragraph (4),
Article 32 paragraph (3),
Article 41 paragraph (4),
Section 42 paragraph (3),
Section 43 paragraph (3),
Section 50 paragraph (7),
Article 51 paragraph (3),
Article 52 paragraph (2),
Article 54 paragraph (3),
Section 55 paragraph (5),
Section 56 paragraph (4),
Section 62 paragraph (4),
Article 65 verse (5), and
Article 66 paragraph (3) Law No. 20 Year 2003 on National Education System, need to establish Government Regulation on Management and Hosting Education;
Remembering: 1. Section 5 of the paragraph (2) of the Basic Law of the Republic of Indonesia Year of 1945;
2.
Act Number 20 of 2003 on National Education System (State Sheet Indonesia Year 2003 Number 78, Additional Gazette Republic of Indonesia Number 4301);
DECIDED:
SET: GOVERNMENT REGULATION OF THE MANAGEMENT AND HOSTING OF EDUCATION.
BAB I
UMUM PROVISIONS
Section 1
In this Government Regulation referred to by:
1. Education management is the setting up of authority in the holding of the national education system by the Government, provincial government, district/city government, community-established education organizer, and education unit for the educational process can take place according to the national educational purpose.
2. The exercise of education is the implementation of the educational system component of the unit or program of education on track, gender, and the type of education in which the education process can take place in accordance with the purpose of national education.
3. Early childhood education is a coaching effort aimed at children from birth until age 6 (six) years through the granting of educational stimuli to aid the growth and development of physical and spiritual means. The child has a readiness to enter further education.
4. Kindergarten, which is later abbreviated to kindergarten, is one of the forms of an early-age child education unit on the formal educational path that organizes educational programs for children aged 4 (four) years up to 6 (six) years.
5. Raudhatul Athfal, next abbreviated RA, is one of the forms of an early child education unit on the formal educational path that organizes education programs with Islamic religious peculaaration for children aged 4 (four) years up to with 6 (six) years.
6. Formal education is a structured and cranky educational pathway that consists of primary education, secondary education, and higher education.
7. Basic education is the educational level on the formal educational path that is the middle of secondary education, organized in the Primary School of Education and the Ibtidaid Madrasah or other forms of equal and equal form of education. It is a continuation of the education unit of the First Middle School and the Tsanawiyah Madrasah, or other forms of equal.
8. Elementary School, which is later abbreviated as SD, is one of the forms of the formal education unit that organizes general education in basic educational institutions.
9. Madrasah Ibtidaiyah, later abbreviated MI, is one of the forms of the formal education unit in the State of the Minister of Religious Affairs which organizes a public education with the Islamic State of Islam in elementary education.
10. First Secondary School, which is also shortened to SMP, is one of the forms of the formal education unit that organizes a general education in primary education as a continuation of SD, MI, or any other form of equal or advanced from the recognized study results of the same or equivalent SD or MI.
11. Madrasah Tsanawiyah, later abbreviated MTs, is one of the forms of the formal education unit within the Council of Religious Ministers which organizes general education with the Islamic religious peculiarities of the primary education as a continuation of the SD, MI, or other forms are an equal or advanced form of recognized learning results of the same or equivalent SD or MI.
12. Secondary education is an educational level on the formal educational course which is the advanced education base, shaped Upper Secondary School, Madrasah Aliyah, Vocational Middle School, and Madrasah Aliyah Vocational or other forms of the Equals.
13. High School, which later shortened to high school, is one of the forms of the formal education unit that organizes a general education in secondary education as a continuation of SMP, MTs, or other forms of equal or advanced from recognized study results to junior high school or MTs.
14. Madrasah Aliyah, later abbreviated MA, is one of the forms of the formal education unit within the Ministry of Religious Affairs which organizes general education with the Islamic religion in secondary education as a continuation of the Ministry of Religious Affairs. SMP, MTs, or other forms are an equal or advanced form of the recognized study of the same or equivalent Junior High School or MTs.
15. Vocational High School, which is also abbreviated SMK, is one of the forms of the formal education unit that organizes vocational education in secondary education as a continuation of junior high school, MTs, or other forms of degree. or a continuation of a recognized study of the same or equivalent Junior High School or MTs.
16. Madrasah Aliyah Vocational, which is further abbreviated as MAK, is one of the forms of the formal education unit in the Binaan Minister of Religious Affairs which organizes vocational education with the peculiarities of the Islamic religion in secondary education. advanced from SMP, MTs, or other forms of equal or advanced form of recognized learning results of the same or equivalent Junior High School or MTs.
17. Higher education is the educational level on the formal educational path after secondary education that can be a program of diploma, bachelor, master, specialist, and doctoral education programs, organized by the college.
18. Politecnik is a college that organizes vocational education in a number of specialized fields of knowledge.
19. High school is a college that organizes academic education and/or vocations within the scope of one particular discipline and if qualified can organize a profession education.
20. The institute is a college that organizes academic education and/or vocational education in a group of disciplines, technology, and/or art and if qualified can organize a profession education.
21. University is a college that organizes academic education and/or vocational education in a number of science, technology, and/or arts and if qualified can organize a profession education.
22. The study program is an academic managing element that organizes and manages the type of academic, vocational, or profession in part or one field of science, technology, art, and/or sport.
23. Other similar or similar names are the supporting resources of the study program in a single family of disciplines, technology, art, and/or sport.
24. Faculty or other similar names are the set of supporting resources, which can be grouped according to the majors, which organizes and manages academic education, vocational education, or profession in a single family of science disciplines, technology, art, and/or sport.
25. The National Standards of Education are the minimal criteria on education systems throughout the Indonesian State of the Republic of Indonesia law.
26. The minimum service standard is the minimum criterion of the cumulative value of the National Standard Education fulfilment that must be met by every education unit.
27. Curriculum is a set of plans and arrangements regarding purpose, content, and subject matter, as well as the ways used as the guiding guidelines of learning activities to achieve educational objectives.
28. Lecturer is a professional educator and scientist in college with the primary task of transforming, developing, and disseminating science, technology, and art through education, research, and devotion to the public.
29. Students are educated participants who are enrolled and studied at the college.
30. Sivitas Academics is a community of lecturers and students at college.
31. Nonformal education is the educational path beyond the formal education that can be implemented in a structured and cranky way.
32. The study group is a non-formal educational unit consisting of a group of citizens who defend each other's experiences and abilities in order to improve the quality and quality of their lives.
33. Community learning activities are a non-formal educational unit that organizes a variety of learning activities according to the needs of the community on the basis of the initiative of, by, and for the public.
34. Local excellence based education is an education organized after meeting the National Standards of Education and enriched with competitive and/or comparative advantages of the area.
35. International degree education is an education organized after meeting the National Standards of Education and enriched with advanced state education standards.
36. Learning is the process of interaction of learers with educators and/or learning sources on a learning environment.
37. Higher-distance education is the education that participants in their protégations separate from educators and studies using various sources of learning through other communication technologies, information, and other media.
38. Society-based education is the hosting of education based on religious, social, cultural, aspiration, and societal potential as the embodiment of education of, by, and for society.
39. informal education is the family and environmental education path.
40. Professions are a collection of members of a society that have a particular, legal, non-commercial skill set.
41. Council of education is an independent institution composed of various elements of the society that care about education.
42. The school committee/madrassa is an independent institution consisting of parents/guardians of students, the school community, as well as public persons who care about education.
43. Ministry is the ministry that organizes government affairs in the field of national education.
44. The Government is the Central Government.
45. The local government is the provincial government, the county government, or the municipal government.
46. The Minister is the minister who organizes government affairs in the field of national education.
BAB II
EDUCATION MANAGEMENT
The Kesatu section
Common
Section 2
Education management is performed by:
a. Government;
B. provincial government;
c. district/kota;
D. organizer of the community ' s established education unit; and
e. the unit or education program.
Section 3
Education management is intended to guarantee:
a. Community access to an adequate, equitable, and affordable educational service;
B. the quality and competability of education as well as its relevance to the needs and/or conditions of the community; and
C. effectiveness, efficiency, and accountability of education management.
Section 4
Education management is based on the national policy of education in accordance with the provisions of the laws.
The Second Part
Education Management by the Government
Section 5
The Minister is responsible for managing the national education system as well as formulating and/or setting the national policy of education.
Section 6
(1) The national policy of education as referred to in Article 5 is poured in:
a. a long-term development plan;
B. the medium-term development plan;
c. national education strategic plan;
D. Government work plan;
e. annual work and budget plans; and
f. the provisions of the laws of the education field.
(2) The national policy as referred to in paragraph (1) includes the implementation of a national development strategy that includes:
a. the implementation of religious education as well as noble akhlak;
B. the development and execution of a competency based curriculum;
c. The educational and dialogical process of learning;
D. evaluation, accreditation, and educational certification that empowers;
e. improving the professionism of educators and the education workforce;
f. provisioning of the educational means of learning;
G. Education financing that is in accordance with the principle of alignment and justice;
h. the hosting of education that is open and evenly distributed;
i. implementation of mandatory learning;
J. execution of education management autonomy;
No, Community role enablement;
I. the center of the cultivation and building of the community; and
M. implementation of surveillance in the national education system.
(3) The national policy of education as referred to in paragraph (1) and paragraph (2) is the guideline for:
a. Ministry;
B. Ministry of Religion;
c. other ministries or non-ministry government agencies that host the educational unit;
D. provincial government;
e. district government/kota;
f. the education organizer of the community established;
G. the unit or education program;
h. education board;
i. school committee/madrassa or other similar names;
J. Learnparticipant;
No, parent/guardian of the learer;
I. educators and educationist;
M. communities; and
N. Other parties related to education in Indonesia.
(4) The government allocates the education budget so that the national education system can be implemented effectively, efficiently, and accountable.
(5) The appropriation of the education budget as referred to in paragraph (4) is consolidated by the Minister.
Section 7
The government directs, guides, monitors, monitors, coordinates, monitors, evaluates, and controls the organizers, units, paths, bodies, and types of education nationwide.
Section 8
(1) The Minister sets the target of educational participation rate on all levels and the type of education that must be achieved at the national level.
(2) The target level of education participation as referred to in paragraph (1) is fulfilled through formal and nonformal educational pathways.
(3) In meeting the target level of education participation as referred to in paragraph (2), the Government maintains the expansion and alignment of educational access through the formal educational path.
Section 9
(1) The Minister sets out the target level of educational participation of education at the national level that includes:
a. interprovince;
B. intercounty;
C. intercity;
D. between the district and the city; and
e. Between men and women.
(2) The Minister sets out a policy to guarantee educated participants obtaining access to education services for educated participants whose parents are unable to finance education, special education learers, and/or learnants in special areas.
Section 10
(1) The Minister sets a minimum service standard of education in accordance with the provisions of the laws.
(2) The minimum service standard as referred to in paragraph (1) is specified for each of the following:
a. local government; or
B. a unit or educational program.
(3) The minimum service standard of education for the local government is an initial condition which must be met for:
a. Achieve the participation level target as referred to in Section 8 incrementally; and
B. hosted or facilitate the implementation of educational units in accordance with the National Standards of Education gradually.
(4) The minimum service standard of education for education units is established as an initial requirement that must be met in achieving the National Standard of Education gradually by applying the autonomy of the education unit or management based The school/madrassa.
Section 11
The Minister establishes the National Standards of Education in accordance with the provisions of the laws.
Section 12
(1) The Government does and/or facilitates the quality of education quality by guidelines on the national policy of education and the National Standards of Education.
(2) In order of the quality of education quality as referred to in paragraph (1), the Government organizes and/or facilitates:
a. education program accreditation;
B. educational unit accreditation;
c. certification of the educated participant's competency;
D. certification competency competency; and/or
e. Education Competency certification.
(3) Accreditation and certification as referred to in paragraph (2) hosted and/or facilitated by the Government or society is based on the National Standards of Education.
Section 13
(1) The Government recognizes, facilitates, fostering, and protects the international program and/or unit of education in accordance with the provisions of the laws.
(2) The Government facilitates the core of the program and/or education unit that is already or is close to meeting the National Standards of Education to be developed into an international program and/or unit of education.
(3) The Government facilitates the international accreditation of the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
(4) The Government facilitates international certification on the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
Section 14
(1) The government conducts continuous coaching to students who have the potential of intelligence and/or special talent to achieve peak achievement in the fields of science, technology, art, and/or sport at the level of education unit, District/city, province, national, and international.
(2) To cultivate a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1) the Government organizes and/or facilitates regularly and the competition in the field:
a. science;
B. technology;
C. art; and/or
D. Sports.
(3) The Government provides an award to the students who receive the top achievement as referred to in paragraph (1) and paragraph (2) in accordance with the provisions of the laws.
(4) The further provisions of the implementation of continuous coaching as referred to in paragraph (1) and the hosting and facilitation of the competition as referred to in paragraph (2) are governed by the Regulation of the Minister.
Section 15
The Minister establishes a policy of education governance to ensure the efficiency, effectiveness, and accountability of education management which is a guideline for:
a. Ministry;
B. Ministry of Religion;
c. other ministries or non-ministry government agencies that host programs and/or educational units;
D. provincial government;
e. district government/kota;
f. the education organizer of the community established; and
G. the unit or education program.
Section 16
(1) In organizing and managing the national education system, the Ministry develops and carries out a national education information system based on information technology and communication.
(2) The national education information system as referred to in paragraph (1) is facilitated by a national information network connected to an educational information system in other ministries or non-ministerial government agencies that are organizing education, educational information systems in all provinces, and educational information systems in all districts/cities.
(3) The national educational information system as referred to in paragraph (1) and paragraph (2) provides access to educational administration information and access source access to the educational unit on all levels, types, and educational pathways.
The Third Part
Education Management by the Provincial Government
Section 17
The Governor is responsible for managing the national education system in the region and formulating and establishing the field policy of education in accordance with its authority.
Section 18
(1) The education policy as referred to in Article 17 is the definition of the education policy as referred to in Article 5 and in accordance with the provisions of the laws.
(2) The area policy of the field of education as referred to in paragraph (1) is poured in:
a. provincial long-term development plan;
B. the provincial medium-term development plan;
c. provincial education strategic plan;
D. provincial government work plan;
e. the province ' s annual work and budget plan;
f. region regulations in the field of education; and
G. The governor's rules in education.
(3) The area policy of the field of education as referred to in paragraph (1) and paragraph (2) is the guideline for:
a. all the provincial government ranks;
B. the county/city government in the province is concerned;
c. The education organizer established the public in the province concerned;
D. the unit or educational program in the province is concerned;
e. the education board in the province concerned;
f. school committee or any other type of name in the province concerned;
G. Learers in the province are concerned;
h. Parents/guardians of the educated participants in the province are concerned;
i. educator and the education workforce in the province concerned;
J. communities in the province are concerned; and
No, Other parties related to education in the province are concerned.
(4) The provincial government allocates the education budget for the national education system in the province concerned to be implemented effectively, efficiently, and accountable in accordance with the area policy of the field of education as referred to in the verse (1), paragraph (2), and paragraph (3).
Section 19
The provincial government directs, guides, monitors, monitors, coordinates, monitors, evaluates, and controls the organizers, units, pathways, types, and types of education in the provinces concerned according to area policies. education as referred to in Article 17.
Section 20
(1) The governor sets the target of educational participation rate on all levels and the type of education that must be achieved at the provincial level.
(2) The target level of education participation as referred to in paragraph (1) is fulfilled through formal and nonformal educational pathways.
(3) In meeting the target level of educational participation as referred to in paragraph (1), the provincial government maintains the expansion and alignment of educational access through formal educational pathways.
Section 21
(1) The governor sets out a target level of educational participation on education at the provincial level that includes:
a. intercounty;
B. intercity;
c. between the district and the city; and
D. Between men and women.
(2) The governor sets out a policy to guarantee educated participants obtaining access to education services for educated participants whose parents are unable to afford education, special education learers, and/or educated participants in special areas.
Section 22
The governor carries out and coordinates the implementation of the standards of minimum service of education in accordance with the provisions of the laws.
Section 23
(1) The provincial government performs and/or facilitates the quality of education quality in its area by guidelines on the national policy of education and the National Standards of Education.
(2) In carrying out its duties as referred to in paragraph (1), the provincial government is coordinating with the Government ' s technical executor unit carrying out the educational quality of the education.
(3) In order of the quality of education quality as referred to in paragraph (1), the provincial government of coordinating and facilitating:
a. education program accreditation;
B. educational unit accreditation;
c. certification of the educated participant's competency;
D. certification competency competency; and/or
e. Education Competency certification.
Section 24
(1) The government of the province organizes, recognizes, facilitates, fostering, and protects the program and/or international unit of education in accordance with the provisions of the laws.
(2) The government of the province organizes, recognizes, facilitates, foes, and protects programs and/or units of education that are already or are close to meeting the National Standards of Education to be established and developed into international combat. in accordance with the provisions of the laws.
(3) The provincial government facilitates the international accreditation of the program and/or the unit of education as referred to in paragraph (1) and verse (2).
(4) The provincial government facilitates international certification on the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
Section 25
(1) The provincial government conducts continuous coaching to students who have the potential of intelligence and/or special talent to achieve peak achievement in the fields of science, technology, art, and/or sport at the unit level education, county/city, provincial, national, and international.
(2) To cultivate a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1) the provincial government organizes and/or facilitates regularly and competitive competitions in the field:
a. science;
B. technology;
C. art; and/or
D. Sports.
(3) The provincial government provides an award to the students who receive the peak achievement as referred to in paragraph (1) and paragraph (2) in accordance with the provisions of the laws.
(4) The further provisions of the implementation of continuous coaching as referred to in paragraph (1) and the hosting and facilitation of the competition as referred to in paragraph (2) are governed by the Governor's Ordinance.
Section 26
The governor establishes a policy of educational governance to guarantee the efficiency, effectiveness, and accountability of education management that is a guideline for:
a. all the provincial government ranks;
B. the county/city government in the province is concerned;
c. The educational organizer of the established public in the province concerned;
D. the unit or educational program in the province is concerned;
e. the education board in the province concerned;
f. school committee or any other type of name in the province concerned;
G. Learers in the province are concerned;
h. Parents/guardians of the educated participants in the province are concerned;
i. educator and the education workforce in the province concerned;
J. communities in the province are concerned; and
No, other parties associated with education in the province are concerned.
Section 27
(1) In organizing and managing the national education system in the area, the provincial government develops and carries out the provincial education information system based on information technology and communication.
(2) The provincial education information system as referred to in paragraph (1) is a subsystem of the national education information system.
(3) The province education information system as referred to in paragraph (1) and paragraph (2) provides access to educational administration information and access to education units on all levels, types, and educational pathways accordingly. Provincial government authority.
The Fourth Part
Education Management by the Municipal Government/City
Section 28
The regent/mayor is responsible for managing the national education system in the region and formulating and establishing an educational field policy for its authority.
Section 29
(1) The education policy as referred to in Article 28 is the definition of the education policy as referred to in Article 5 and Section 17, as well as in accordance with the provisions of the laws.
(2) The area policy of the field of education as referred to in paragraph (1) is poured in:
a. district/kota; long-term development plan;
B. district/kota; medium-term development plan;
c. district education strategic plan/kota;
D. the county/kota; government work plan;
e. work plans and the county ' s annual budget/kota;
f. region regulations in the field of education; and
G. The regent/mayor rules in the field of education.
(3) The area policy of the field of education as referred to in paragraph (1) and paragraph (2) is the guideline for:
a. all county government ranks/kota;
B. the organizer of the education established the community in the county/city concerned;
c. the educational unit or program in the district/city concerned;
D. the education board in the county/city concerned;
e. school committee or any other type of name in the district/city concerned;
f. Educated participants in the district/city concerned;
G. parent/guardian of the learners in the regency/city concerned;
h. educators and the education workforce in the district/city concerned;
i. communities in the district/city are concerned; and
J. other parties related to education in the district/city are concerned.
(4) The county/city government allocates the education budget for the national education system in the county/city concerned can be implemented effectively, efficiently, and accountable in accordance with the area policies of the education field as referred to in verse (1), paragraph (2), and verse (3).
Section 30
The municipal/city government directs, guides, monitors, monitors, coordinates, monitors, evaluates, and controls the organizers, units, pathways, types, and types of education in the counties/cities in question according to regional policy. the field of education as referred to in Article 28.
Section 31
(1) The Regent/mayor sets out the target level of educational participation on all levels and the type of education that must be reached at the district/city level.
(2) The target level of education participation as referred to in paragraph (1) is fulfilled through formal and nonformal educational pathways.
(3) In meeting the target level of education participation as referred to in verse (1), the county/city government maintains the expansion and alignment of educational access through the formal educational path.
Section 32
(1) The Regent/mayor sets out the target level of educational participation in the district/city level that includes:
a. interdistrict or any other type of name;
B. interdisa/kelurahan or other similar design; and
c. between male and female.
(2) The regent/mayor establishes a policy to ensure educated participants obtain access to educational services for educated participants whose parents are unable to finance education, special education learers, and/or learnparticipants in the area Special.
Section 33
The regent/mayor performs and coordinates the execution of the standards of minimum service of education in accordance with the provisions of the laws.
Section 34
(1) The government of the district/city performs and/or facilitates the quality of education in its area by guidelines on the national policy of education, provincial policy of the field of education, and the National Standards of Education.
(2) In carrying out its duties as referred to in paragraph (1), the district/city government is coordinating with the Government ' s technical executor unit carrying out the educational quality of the education.
(3) In order of the quality of education quality as referred to in paragraph (1), the county/city government facilitates:
a. education program accreditation;
B. educational unit accreditation;
c. certification of the educated participant's competency;
D. certification competency competency; and/or
e. Education Competency certification.
Section 35
(1) The county/city government recognizes, facilitates, fostering, and protects the program and/or unit of international degree of degree and/or based on local prominence in accordance with the provisions of the laws.
(2) The government of the county/city carries out and/or facilitates the core of the program and/or education unit that is or is almost satisfied with the National Standards of Education to be developed into a program and/or a unit of education. international and/or local excellence-based.
(3) The county/city government facilitates the international accreditation of the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
(4) The county/city government facilitates international certification on the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
Section 36
(1) The county/city government conducts continuous coaching to students in the area who have the potential of intelligence and/or special talent to achieve peak achievement in the fields of science, technology, art, and/or sport on level of education, subdistrict, provincial, provincial, national, and international.
(2) To cultivate a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1), the county/city government organizes and/or facilitates regularly and competitive competitions in the field:
a. science;
B. technology;
C. art; and/or
D. Sports.
(3) The county/city government gives an award to the students who receive the peak achievement as referred to in paragraph (1) and paragraph (2) in accordance with the provisions of the laws.
(4) The further provisions of the implementation of continuous coaching as referred to in paragraph (1) as well as the staging and facilitation of the competition as referred to in paragraph (2) are governed by the Regent/Mayor Rules.
Section 37
The regent/mayor establishes a policy of educational governance to ensure the efficiency, effectiveness, and accountability of education management that is a guideline for:
a. all county government ranks/kota;
B. the organizers of the education established communities in the county/city are concerned;
c. the educational unit or program in the district/city concerned;
D. the education board in the county/city concerned;
e. school committee or any other type of name in the district/city concerned;
f. Educated participants in the district/city concerned;
G. parent/guardian of the learners in the regency/city concerned;
h. educators and the education workforce in the district/city concerned;
i. public in the county/city concerned; and
J. other parties related to education in the district/city are concerned.
Section 38
(1) In organizing and managing the national education system in the area, the county/city government develops and carries out the district/city education information system based on information technology and communication.
(2) The district/city education information system as referred to in paragraph (1) is a subsystem of the national education information system.
(3) The district/city education information system as referred to in paragraph (1) and paragraph (2) provides access to educational administration information and access to education units on all types, types, and educational pathways As per the county/city government's authority
The Fifth Part
Education Management by the Education Unit Organizer
the established Society
Section 39
The organizers of the educational unit established society are responsible for managing the national education system as well as formulating and setting educational policies at the unit organizer level.
Section 40
(1) The education policy as referred to in Article 39 is the definition of the education policy as referred to in Article 5, Article 17, and Article 28, as well as in accordance with the provisions of the laws.
(2) The education policy as referred to in paragraph (1) is poured in the rules of organizer of the education unit established by society.
(3) The education policy as referred to in paragraph (1) and paragraph (2) is the guideline for:
a. the education organizer established the society concerned;
B. the related unit or education program;
c. Program-related representation institutions or associated educational programs;
D. education participants in the related unit or education program;
e. Parents/guardians are educated in units or associated education programs;
f. educators and educationist in the related unit or education program; and
G. other parties are bound to the associated unit or education program.
(4) Organizing educational unit established society allocates education budgets for the national education system at the unit level or educational program related can be implemented effectively, efficiently, and accountable.
Section 41
The organizers of the educational unit established society directs, guides, envision, supervising, coordinating, monitoring, evaluating, and controlling the related unit or education program in accordance with the education policy. as referred to in Section 5, Section 17, Section 28, Section 28, and/or Section 39, as well as in accordance with the provisions of the laws.
Section 42
The organizers of the educational unit established a policy to ensure educated participants gain access to education services, for educated participants who parents/walers are unable to afford education, education educated participants. special, or educated participant in a special area.
Section 43
The organizers of the educational unit established society guarantees the implementation of the standard minimum service of education on education units or programs in accordance with the provisions of the laws.
Section 44
(1) Host of the public established education unit performing and/or facilitating educational quality assurance in units or educational programs with guidelines on education policy as referred to in Section 5, Section 17, Section 7. 28, and/or Article 39, as well as the National Standards of Education.
(2) In carrying out its duties as referred to in paragraph (1), the organizer of the educational unit established society organizes a unit and/or an early child education program, primary education and/or secondary education working together with the Government ' s technical executor unit carrying out the educational quality of the education.
(3) In order of the quality of education quality as referred to in paragraph (1), the organizer of the educational unit established society facilitates:
a. education program accreditation;
B. educational unit accreditation;
c. certification of the educated participant's competency;
D. certification competency competency; and/or
e. Education Competency certification.
Section 45
(1) Organizing educational units established by society facilitating, fostering, and protecting an international and/or local level of excellence education unit or program in accordance with the provisions of the laws.
(2) The organizers of the educational unit established the society carry out and/or facilitate the core of the unit or education program already or are almost meeting the National Standards of Education to be developed into a unit or program international degree of education and/or local excellence.
(3) Host of the educational unit established society facilitates the international accreditation of the unit or education program as referred to in paragraph (1) and verse (2).
(4) Organizing educational unit established society facilitates international certification on education units or programs as referred to in paragraph (1) and paragraph (2).
Section 46
(1) Organizing educational unit established society facilitates continuous coaching to learners who have potential intelligence and/or special talent to achieve peak achievement in the fields of science, technology, art, and/or sports on the level of unit of education, subdistrict, district/city, province, national, and international.
(2) To foster a competitive climate that is conducive to the achievement of peak achievement as referred to in verse (1), the organizer of the educational unit established society organizes and/or facilitates the regularly competition in units or an education program in the field:
a. science;
B. technology;
C. art; and/or
D. Sports.
(3) The further provisions of the implementation of continuous coaching as referred to in paragraph (1) as well as the hosting and facilitation of the competition as referred to in paragraph (2) are governed by the rules of the organizer of the education unit which Established society.
Section 47
The organizers of the community-established education unit establish educational governance policies to ensure the efficiency, effectiveness, and accountability of education management which is a guideline for:
a. the organizer of the educational unit established society in question;
B. the unit and/or educational program;
c. institution of educational stakeholder representation on the unit and/or educational program;
D. the learnable participant of the unit and/or educational program;
e. Parents/guardians are educated in units and/or educational programs;
f. educators and educationist in units and/or educational programs; and
G. Other parties bound by the unit or education program.
Section 48
(1) In hosting and managing the national education system in the unit or educational program, the organizer of the educational unit established society develops and carries out the organizer ' s education information system or unit The education established society based on information technology and communication.
(2) The organizer education information system or educational unit established society as referred to in paragraph (1) is a subsystem of the national education information system.
(3) The educational information system of the organizer of the public established education unit as referred to in paragraph (1) and paragraph (2) provides access to educational administration information and access source learning to units and/or programs Education.
The Sixth Part
Education Management by the Unit or Education Program
Section 49
(1) The management of a unit or program of early child education, primary education, and secondary education is exercised on the basis of minimum service standards with a school-based management/madrasah principle.
(2) The management of higher education units or programs is exercised on the basis of principles of autonomy, accountability, quality assurance, and transparent evaluation.
Section 50
The compulsory education unit or program is responsible for managing the national education system in its education unit or program and formulating and establishing education policy in accordance with its authority.
Section 51
(1) The education policy as referred to in Section 50 is the definition of the education policy as referred to in Article 5, Article 17, Section 28, and/or Article 39, as well as in accordance with the provisions of the laws.
(2) The education policy as referred to in paragraph (1) by an early child education unit, the basic education unit, and the secondary education unit is poured in:
a. the annual work plan of the education unit;
B. budget revenue and annual spending of educational units; and
c. unit rules or educational programs.
(3) The education policy as referred to in paragraph (1), by the college is poured in:
a. a college long-term development plan;
B. College strategic plan;
c. the college ' s annual work plan;
D. College income and annual spending budgets;
e. the rules of the college leaders; and
f. the rules of the other college leaders.
(4) The education policy as referred to in paragraph (1), paragraph (2), and paragraph (3) binding for:
a. the unit or educational program is concerned;
B. the institution of the representation of a unit stakeholder or an educational program concerned;
c. Educcs in the unit or educational program are concerned;
D. Parents/guardians of the students in the unit or educational program are concerned;
e. educators and educationist in the unit or educational program concerned; and
f. Other parties that are bound by the unit or education program are concerned.
(5) The education unit ' s policy as referred to in paragraph (2) is the definition and aligned with:
a. Government policy as referred to in Article 5;
B. provincial government policy as referred to in Article 17;
c. county/city government policies as referred to in Article 28; and
D. the policy of the education organizer that the society established as referred to in Article 39.
(6) The college policy as referred to in paragraph (3) is the definition and is aligned with:
a. Government policy as referred to in Section 5; and
B. the policy of the education organizer that the society established as referred to in Article 39.
(7) Units or educational programs allocate education budgets so that the national education system in the unit and/or educational program in question can be implemented effectively, efficiently, and accountable.
Section 52
The unit or program of education administers education in accordance with the education policy as referred to in Article 5, Article 17, Section 28, and/or Article 39, as well as in accordance with the provisions of the laws.
Section 53
A unit or program of education in accordance with its authority is required to establish a policy to ensure educated participants gain access to education services for educated participants whose parents are unable to afford education, education educated participants. special, and/or educated participants in special areas.
Section 54
The unit or program of education is required to ensure that the standard service standard is required.
Section 55
(1) The program or education program is required to perform educational quality in accordance with the education policy as referred to in Article 5, Article 17, Article 28, and/or Article 39, as well as the National Standards of Education.
(2) In carrying out its duties as referred to in paragraph (1), the unit or program of early child education, primary education, or secondary education in cooperation with the Government ' s technical executor unit which carries out the quality of the quality of the quality Education.
(3) In order of education quality in order to be referred to in paragraph (1), the unit or program of education, in accordance with the provisions of the laws, follows:
a. education program accreditation;
B. educational unit accreditation;
c. certification of the educated participant's competency;
D. certification competency competency; and/or
e. Education Competency certification.
Section 56
(1) A unit or educational program that has or almost meets the National Standards of Education can pioneer itself to be developed into an international and/or local excellence-based educational unit or program.
(2) An education unit or program that has or almost meets the National Standards of Education may follow the accreditation and/or international certification of the unit or education program.
Section 57
(1) The unit or program of education is required to perform continuous coaching to learnants who have the potential of intelligence and/or special talent to achieve peak achievement in the fields of science, technology, art, and/or sport on level of education, subdistrict, provincial, provincial, national, and international.
(2) To cultivate a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1) units and/or educational programs perform regularly competition in units or educational programs in the field:
a. science;
B. technology;
C. art; and/or
D. Sports.
(3) The unit or program of education provides an award to the educated participants who achieved peak achievement in accordance with the provisions of the laws.
(4) Further provisions concerning the execution of verses (1), paragraph (2), and paragraph (3) are governed by the rules of the unit or educational program.
Section 58.
The compulsory education unit or program sets out educational governance policies to guarantee the efficiency, effectiveness, and accountability of binding education management:
a. the unit or educational program is concerned;
B. the institution of the educational stakeholder representation of the unit or program of education in question;
c. unit learers of the unit or education program concerned;
D. Parents/guardians of the students in the unit or educational program are concerned;
e. educators and educationist in the unit or educational program concerned; and
f. Other parties that are bound by the unit or education program are concerned.
Section 59
(1) In hosting and managing education, unit and/or educational programs develop and carry out educational information systems based on information and communication technology.
(2) The educational information system of the unit or education program as referred to in paragraph (1) is a subsystem of the national education information system.
(3) The educational information system as referred to in paragraph (1) and verse (2) provides access to educational administration information and access to learning sources to educators, education personnel, and learners.
BAB III
THE HOSTING OF FORMAL EDUCATION
The Kesatu section
Common
Section 60
The hosting of formal education includes:
a. an early-age child education;
B. basic education;
c. secondary education; and
D. higher education.
The Second Part
Early Children ' s Education
Paragraph 1
Function and Purpose
Section 61
(1) Early-age education functions fostering, cultivating, and developing all potential early-age children optimally, resulting in behavior and basic abilities in accordance with its development stage in order to have a readiness to enter. Next education.
(2) Early childhood education aims:
a. Build a foundation for the development of a potential protege, to be a man of faith and to fear God Almighty, noble, virtuous, virtuous, sound, science, proficient, creative, innovative, self-confident, self-confident, self-confident, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, a democratic and responsible citizen; and
B. develop a potential spiritual, intellectual, emotional, kinesthetic, and social educated participant in the golden age of its growth in an educational and fun playing environment.
Paragraph 2
The Form and Type of Education Unit
Section 62.
(1) Early childhood education on a formal education pathway in kindergarten, RA, or any other form is an equal.
(2) Kindergarten, RA, or any other form of equals as referred to in verse (1) has a learning program 1 (one) year or 2 (two) years.
(3) Kindergarten, RA, or any other form equal to a verse (1) can be merged with SD, MI, or any other form of equal form.
Paragraph 3
Admission of Educants
Section 63
TK educated participants, RA, or other forms are as equals 4 (four) years up to 6 (six) years old.
Section 64
(1) The acceptance of educated participants in an early-age child education unit is conducted objectively, transparent, and accountable.
(2) The admission of educated participants in an early child education unit is carried out without discrimination except for the education unit specifically designed to serve the learnable participants of a particular gender or religious group.
(3) The decision of acceptance of the candidates to be educated participants was independently conducted by a teacher's board meeting led by the head of the education unit.
Section 65
(1) Early-age children ' s education unit may receive a transfer student from the education unit of another early age.
(2) The terms and events of the acceptance of the transfer protege as referred to in paragraph (1) are governed by the unit of education concerned.
Paragraph 4
The Learning Program
Section 66
(1) Kindergarten learning programs, RA, and other forms of equivalent are developed to prepare educated participants entering SD, MI, or other forms of equal.
(2) Kindergarten, RA, and other forms of equivalent form are implemented in a clustered play context to:
a. play in order of religious learning and noble akhlak;
B. play in the framework of social and personality learning;
c. play in the framework of orientation learning and recognition of knowledge and technology;
D. play in order of aesthetic learning; and
e. play in the course of physical learning, sports, and health.
(3) All learning games as referred to in paragraph (2) are designed and organized:
a. interactively, inspiring, fun, challenging, and encouraging creativity as well as self-reliance;
B. in accordance with the physical growth stage and child mental development as well as the child ' s best needs and interests;
c. with regard to the differences in talent, interest, and the ability of each child;
D. with integrating child needs against health, nutrition, and psychosocial stimulation; and
e. with regard to the economic, social, and cultural background of the child.
The Second Part
Primary Education
Paragraph 1
Function and Purpose
Section 67
(1) Education on SD/MI or other form of equals function:
a. embed and exude the values of faith, noble, and sublime personalities;
B. embed and amuse the national values and the love of the motherland;
c. provide the basics of intellectual ability in the form of reading, writing, and calculating skills;
D. providing the introduction of science and technology;
e. train and stimulate the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
f. growing interest in physical sports, health, and physical fitness; and
G. develop physical and mental readiness to continue education to SMP/MTs or other forms of equal.
(2) Education on SMP/MTs or other forms of equals function:
a. develop, reward, and encode the values of faith, noble, and sublime personality, which he has known;
B. developing, rewarding, and observing the values of the nationality and the love of the land of the water he has introduced;
c. learn the basics of science and technology;
D. train and develop sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
e. developing talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. developing physical and mental readiness to continue education to secondary education and/or to self-life in society.
(3) Basic education aims to build a foundation for the growing potential of educated participants in order to become human beings:
a. And believe, and fear Allah, the One, the Supreme, and the Most Merciful.
B. Science, proficient, critical, creative, and innovative;
C. healthy, independent, and confident; and
D. tolerant, socially sensitive, democratic, and responsible.
Paragraph 2
Education Unit Form
Section 68
(1) SD, MI, or other forms are equal to 6 (six) grades, which are class 1 (one), class 2 (two), class 3 (three), class 4 (four), grades 5 (five), and grades 6 (six).
(2) SMP, MTs, or other forms are equal to 3 (three) grades, which are grades 7 (seven), grades 8 (eight), and grades 9 (nine).
Paragraph 3
Admission of Educants
Section 69
(1) Educant of SD/MI or other form of the lowest equivalent aged 6 (six) years.
(2) The exception to the provisions of the paragraph (1) may be performed on the basis of the written recommendation of a professional psychologist.
(3) In the case of no professional psychologist, the recommendation may be carried out by the teachers ' board of education units concerned, up to the extent of its display power.
(4) SD/MI or other forms of rank are required to receive a citizen aged 7 (seven) years up to 12 (twelve) years as a protégant to the extent of its appearance.
(5) The acceptance of class 1 (one) SD/MI or other forms is not based on the test results of reading, writing, and counting, or any other form of test.
(6) SD/MI or other forms of rank are required to provide access to abnormality students.
Section 70
(1) In terms of the number of prospective learers exceeding the capacity of the educational unit, then the selection of educated participants in SD/MI is based on the age of prospective learers with priority from the oldest.
(2) If the age of the prospective learnant as referred to in verse (1) is equal, then the determination of the learer is based on the distance in which the candidate of the student is closest to the education unit.
(3) If the age and/or distance of a prospective participant with an education unit as referred to in verse (1) and verse (2) are the same, then the educated participants who signed up earlier were prioritised.
Section 71
(1) educated participants in SMP/MTs or other forms of rank already completed their education in SD, MI, Package A, or any other form of equal form.
(2) SMP/MTs or other forms of rank are required to receive citizens aged 13 (thirteen) years up to 15 (fifteen) years as educated participants up to the extent of their appearance.
(3) SMP/MTs or other forms of rank are required to provide access to abnormality students.
Section 72
(1) SD/MI and SMP/MTs which have the number of prospective learers exceeding the required feature power report the excess of prospective learners to the concerned district/city government.
(2) The government of the county/city is required to channel the excess of prospective learnates as referred to in verse (1) in other basic education units.
Section 73
(1) Non-formal and informal pathway proteges can be accepted in SD, MI, or any other form of rank not at the beginning of class 1 (one) after passing the feasibility test and placement organized by the formal education unit in question.
(2) Non-formal and informal pathway proteges can be admitted in junior high school, MTs, or other forms as equals since the start of class 7 (seven) after passing the Package equities exam.
(3) Non-formal and informal pathway proteges can be accepted in junior high school, MTs, or other forms as equals not at the beginning of class 7 (seven) after meeting the requirements:
a. pass the Package equality test A; and
B. Pass the feasibility test and placement organized by the formal education unit in question.
(4) Primary primary education education participants in other countries may move to SD, MI, or other forms that are equivalent in Indonesia after meeting the requirements of the eligibility test and placement organized by the education unit. Concerned.
(5) High school equivalent education students in other countries may move to junior high school, MTs, or other forms of equivalent in Indonesia after meeting the requirements:
a. shows a diploma or other document that proves that concerned has completed elementary education equivalent of SD; and
B. Pass the feasibility test and placement organized by the unit of education in question.
(6) The primary primary education educated participants who follow the system and/or other state educational standards can be accepted in junior high school, MTs, or other forms equal to the beginning of year 7 (seven) after meeting the requirements:
a. pass the Package equality exam A; or
B. can indicate a diploma or other document that proves that the person in question has completed a primary education that gives the competency of a graduate equivalent of elementary school.
(7) SD, MI, SMP, MTs, or other forms are equal to providing the necessary academic, social, and/or mental adjustments required by the abnormalized learners and transfer learners of other formal education units or other educational pathways.
(8) The Minister may cancel the decision of the unit of education on fulfillment of the requirements on a nonformal education as referred to in paragraph (3) to the paragraph (6) if after an examination by the Inspectorate General of the Ministry of the upper The instructions of the Minister are proven that the decision violates the provisions of the laws, is not true, and/or dishonest.
Section 74
(1) The acceptance of educated participants in basic education units is done objectively, transparent, and accountable.
(2) The acceptance of educated participants in basic education units is carried out without discrimination except for the education unit specifically designed to serve the learnable participants of a particular gender or religious group.
(3) The decision of acceptance of the candidates to be educated participants was independently conducted by a teacher's board meeting led by the head of the education unit.
(4) The selection of new educated participants in grades 7 (seven) in the primary education unit of junior high is based on the results of the final national standard school exam, except for the learnant as referred to in Article 73 (2) and verse (6).
(5) In addition to fulfilling the provisions as referred to in verse (4), the education unit can conduct scholastic talent tests for the selection of new educated admissions in grades 7 (seven).
Section 75
(1) The basic education unit may receive a transfer protege from another basic education unit.
(2) The education unit may specify the terms and conditions of additional admissions of the transfer learer other than the requirements as referred to in Article 73 and Section 74 and do not conflict with the provisions of the laws.
The Third Part
Secondary Education
Paragraph 1
Function and Purpose
Section 76
(1) General secondary education serves:
a. enhancing, rewarding, and exuding the values of faith, noble, and sublime personalities;
B. enhance, reward, and amuse the values of the nationality and the love of the motherland;
c. study of science and technology;
D. enhancing the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
e. Channeling talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. enhance the physical and mental readiness to continue education to higher education and/or to self-life in the community.
(2) vocational secondary education serves:
a. enhancing, rewarding, and exuding the values of faith, noble, and sublime personalities;
B. enhance, reward, and amuse the values of the nationality and the love of groundland;
c. discarers of students with the skills of science and technology as well as the vocational prowess of the professions according to the needs of the community;
D. enhancing the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
e. Channeling talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. enhance the physical and mental readiness to self-live in society and/or continue education to higher education levels.
Section 77
Secondary education aims to form educated participants to be insan who:
a. And believe and fear (the Lord), the One, the One, the Exalted in power, the Wise.
B. Science, proficient, critical, creative, and innovative;
C. healthy, independent, and confident; and
D. tolerant, social sensitive, democratic, and responsible.
Paragraph 2
Education Unit Form
Section 78
(1) High School-shaped secondary education, MA, SMK, and MAK, or other forms of equal equal.
(2) High school and MA consist of 3 (three) grades, which are grades 10 (ten), grades 11 (eleven), and grades 12 (twelve).
(3) SMK and MAK may consist of 3 (three) grades, which are grades 10 (ten), grades 11 (eleven), and grades 12 (four), or 4 (four) grades: grades 10 (ten), grades 11 (eleven), grades 12 (twelve), and the first class (s), and the third class ("The Ten"). class 13 (thirteen) in accordance with the demands of the working world.
Section 79
(1) The major in high school, MA, or other form is an equal in the form of a study program that facilitates the needs of learning as well as the required competencies to continue education on higher education.
(2) The study program as referred to in paragraph (1) consists of:
a. natural science study program;
B. social science studies program;
c. language study program;
D. religious studies program; and
e. Another study program required for society.
(3) Further provisions concerning the study and program of the study as referred to in paragraph (1) and paragraph (2) are governed by the Regulation of the Minister.
Section 80
(1) The majors on SMK, MAK, or other forms are an equal shape of the field of expertise studies.
(2) Each field of study of expertise as referred to in paragraph (1) may consist of 1 (one) or more skill study programs.
(3) Each program of skill studies as referred to in paragraph (2) may consist of 1 (one) or more competency skills.
(4) The field of study of expertise as referred to in paragraph (1) consists of:
a. the field of technological and engineering expertise studies;
B. field of health expertise studies;
c. fields of study of art expertise, crafts, and tourism;
D. the field of information technology expertise and communication skills;
e. the field of agribusiness and agrotechnology expertise studies;
f. the field of business and management expertise studies; and
G. Another field of study of expertise required society.
(5) Further provisions concerning the majing as referred to in paragraph (1) to the paragraph (4) are governed by the Regulation of the Minister.
Paragraph 3
Admission of Educants
Section 81
(1) High School students, MA, SMK, MAK, or other forms of rank should complete their education at SMP, MTs, Package B, or other forms of equal.
(2) Non-formal and informal pathway proteges can be accepted in high school, MA, SMK, MAK, or other forms as equals since the beginning of class 10 (ten) after passing the Package B. equality test.
(3) Non-formal and informal pathway proteges can be accepted in high school, MA, SMK, MAK, or other forms equal after the beginning of class 10 (ten) after:
a. pass the Package B equality test; and
B. Pass the feasibility test and placement organized by the formal education unit in question.
(4) High School equivalent education students who follow the system and/or other countries ' education standards can be accepted in high school, MA, SMK, MAK, or other forms equal to the beginning of class 10 (ten) after:
a. pass the Package B equality test; or
B. can indicate a diploma or other document that proves that concerned has completed a primary education that provides a junior high school graduate competency.
(5) High School equivalent educated students or SMK in other countries may move to high school, MA, SMK, MAK, or other forms of rank in Indonesia on condition:
a. shows a diploma or other document that proves that concerned has completed a junior high school equivalent; and
B. Passed the feasibility test and the placement organized by the unit of education is concerned.
(6) High school, MA, SMK, MAK, or other forms of rank are required to provide access to abnormality students.
(7) High School education unit, MA, SMK, MAK, or other forms equal to providing the necessary academic, social, and/or mental adjustments required by the abnormalized learners and the transfer learners of another formal education unit or Another educational path.
(8) The Minister may cancel the decision of the education unit on fulfillment of requirements in high school, MA, SMK, MAK, or other forms of equal as referred to in paragraph (3) up to paragraph (6) if after an examination by The Inspector General of the Ministry for the instructions of the Minister is proven that the decision violates the provisions of the laws, is not true, and/or dishonest.
Section 82
(1) The acceptance of educated participants in the secondary education unit is objectively, transparent, and accountable.
(2) The admission of learers to the secondary education unit is carried out without discrimination except for the education unit specifically designed to serve the educated participants of a particular gender or religious group.
(3) The decision of acceptance of the candidates to be educated participants was independently conducted by a teacher's board meeting led by the head of the education unit.
(4) The selection of admission of new educated participants in grades 10 (ten) in the secondary education unit is based on the results of the National Exam, except for the learnant as referred to in Article 81 of the verse (2), paragraph (4), and verse (5).
(5) In addition to fulfilling the provisions as referred to in verse (4), the education unit can conduct scholastic talent tests for the selection of new educated admissions in grades 10 (ten).
(6) The acceptance of new educated participants can be implemented at each semester for the education unit that organizes the semester credit system.
Section 83
(1) High education unit learners may move to:
a. the same major in the other education unit;
B. different majors on the same educational unit; or
c. different majors in other educational units.
(2) The education unit may establish the event and additional requirements in addition to the requirements as referred to in Article 81 and Section 82 and do not conflict with the provisions of the laws.
The Fourth Part
Higher Education
Paragraph 1
Function and Purpose
Section 84
(1) Higher education serves to develop or form human abilities, wats, and personality through execution:
a. dharma education to master, implement, and disseminate sublime values, science, technology, art, and sport;
B. dharma research to find, develop, adopt, and/or adapt sublime values, science, technology, art, and sport; and
c. dharma devotion to the public to apply sublime values, science, technology, art, and sport in the framework of community empowerment.
(2) Higher education aims
a. form an insan that:
1. Believe, and fear Allah, the Supreme, the noble, and the Most Merciful.
2. healthy, science, and able;
3. Critical, creative, innovative, self-confident, confident and soulless entrepreneurs; as well as
4. tolerant, socially sensitive and environmental, democratic, and responsible.
B. producing products of science, technology, art, or sports that provide health care for society, nation, country, human race, and environment.
Paragraph 2
The Type, Form, and Education Program
Section 85
(1) Higher education may organize academic education, professional education, and/or vocational education.
(2) Higher education can be academically shaped, polytechnic, high school, institute, or university.
(3) Higher education may host the program:
a. diploma in vocational education;
B. scholar, scholar and master, or bachelor, master, and doctorate on academic education; and/or
c. specialists and/or professions on the education of the profession.
Paragraph 3
Student Accepting
Section 86
(1) Requirements for being a student on a bachelor 's or master' s program:
a. have a certificate or a certificate pass education 1 (one) the level or level of education under it or gain a degree of recognition for the achievement of learning through the experience; and
B. meets the entrance requirements set by the college in question.
(2) Requirements for being a student on the doctoral program:
a. have a certificate or a certificate of education pass education 1 (one) the level or education level below or obtain a degree of recognition for the achievement of learning through experience or a graduate degree program or a diploma four that has potential intelligence and special talent; and
B. meets the entrance requirements set by the college in question.
(3) Requirements for being a student on the diploma program:
a. have a certificate or a certificate pass education 1 (one) the level or level of education under it or gain a degree of recognition for the achievement of learning through the experience; and
B. meets the entrance requirements set by the college in question.
(4) Requirements for being a student on specialist programs and professions:
a. have a diploma or a certificate pass a bachelor's education program or a diploma of four or gain a degree of recognition for the achievement of learning through experience; and
B. meets the entrance requirements set by the college in question.
Paragraph 4
Semester Credit System
Section 87
(1) Higher education is organized by implementing a semester credit system whose weighting is expressed in the term credit unit.
(2) The academic year is divided in 2 (two) semesters-the term gasal semester and even semesters which each consist of 14 (fourteen) up to 16 (sixteen) weeks.
(3) Among the even semesters and gasal semesters, the college may host a semester between for remediation, enrichment, or acceleration.
(4) Further provisions regarding the semester between as referred to in paragraph (3) are governed by the Regulation of the Minister.
Section 88
(1) The college can be a credit diversion by recognizing the study results obtained by students in other colleges or non-formal educational programs to meet the graduation requirements of the study program.
(2) The college can divert the credit from a study program by recognizing the learnable results obtained on other study programs of the same college.
(3) The further provisions of the transfer of credit as referred to in paragraph (1) and paragraph (2) are governed by the Regulation of the Minister.
Paragraph 5
Learning management outside
College Domicile
Section 89
(1) The management of learning at colleges can be organized through the study programs outside of the college domicile.
(2) The further provisions of the management of learning as set in paragraph (1), are governed in the Regulation of the Minister.
Paragraph 6
Equal Work
Section 90
(1) Colleges can conduct academic and/or non-academic cooperation with other colleges, business worlds, or other parties, both in the country and abroad.
(2) High School cooperation as referred to in paragraph (1) aims to increase efficiency, effectiveness, productivity, creativity, innovation, quality, and relevance of the teaching of the college dharma.
(3) the college cooperation as referred to in paragraph (1) is exercised with the principle:
a. prioritimportance of national development interests;
B. appreciable the balance of quality;
c. mutual respect;
D. resulting in an increase in education quality;
e. continuous; and
f. Consider the diversity of cultures that are cross-country, national, and/or international.
(4) Academic cooperation as referred to in paragraph (1) may be shaped:
a. education, research, and devotion to the community;
B. the return program;
c. diversion and/or credit acquisition;
D. senior lecturer assignment as a tamper on a college that requires coaching;
e. exchange of lecturers and/or students;
f. utilization together various resources;
G. The handler;
h. scientific periodical publishing;
i. hosting a joint seminar; and/or
J. Other forms are considered necessary.
(5) Non-academic cooperation as referred to in paragraph (1) may be shaped:
a. an asset yaginization;
B. Fundraising efforts;
c. The services and royalty of intellectual property rights; and/or
D. Other forms are considered necessary.
(6) The further provisions of cooperation as referred to in paragraph (1) are governed in the Regulation of the Minister.
Paragraph 7
Academic Freedom and Scientific Autonomy
Section 91
(1) The leadership of the college is conscripted and warrants that each member of the academic sivity carries out academic freedom and the freedom of the academic pulpit in charge in accordance with the provisions of the laws, and On the floor by ethics and the norms of science.
(2) In carrying out academic freedom and the freedom of academic mimbar, any member of the academic sivity:
a. attempt to seek activities and the results may improve the academic quality of the college concerned;
B. Striving for activities and results are beneficial to society, nation, country, and humanity;
c. Be personally responsible for the execution and outcome, as well as its consequences to oneself or others;
D. doing it in a way that is not contrary to the value of religion, ethical value, and academic rule; and
e. is not unlawful and does not interfere with the common interests.
(3) Academic freedom as referred to in paragraph (1) is exercised in the effort of deepening, applying, and developing science, technology, art, and/or sports through educational activities, research, and devotion to the community Well, it's a good idea.
(4) The freedom of the academic mimbar as referred to in verse (1) is the freedom of each member of the academic civitas in disseminating the results of the research and passing the academic view through the activities of lectures, trial exams, seminars, discussions, symposia, lectures, scientific publications, and other scientific meetings that conform to the rules of scholarship.
(5) The exercise of the freedom of academic mimbar as referred to in paragraph (1), paragraph (2), and paragraph (4):
a. is the responsibility of any member of the academic sivity involved;
B. be the responsibility of the college, or the organization unit within the college, if the college or unit of the organization is officially involved in its implementation; and
c. in accordance with the provisions of the laws, and the provision of ethics and the norms/rules of scholarship.
(6) Academic freedom and freedom of academic mimbar utilized by the college for:
a. protecting and maintaining intellectual property rights;
B. protect and maintain the wealth and natural diversity, biodiversity, social, and culture of the nation and of the country of Indonesia;
c. add and/or enhance the intellectual property quality of the nation and the country of Indonesia; and
D. Strengthen the power of the nation and nation of Indonesia.
(7) The academic freedom and freedom of the academic mimbar as referred to in verse (1) to the verse (6) is exercised in accordance with the autonomy of the college.
Section 92.
(1) The head of the college is compulsory and guarantees that each member of the academic civitas to exercise the autonomy of scholarship is responsible in accordance with the provisions of the laws and of the ethics and norms of the sciences.
(2) Autonomy of scholarship as referred to in verse (1) is the independence and freedom of academia of a branch of science, technology, art, and/or sport attached to the uniqueness/uniqueness of the branches of science, technology, art, And/or sports concerned, in finding, developing, revealing, and/or retaining the truth according to its scientific rule to ensure the sustainability of the development of branches of science, technology, art, and/or sport.
Paragraph 8
The research
Section 93
(1) University, institute, and high schools are required to carry out basic research, applied research, development research, and/or industrial research.
(2) Academics and polytechnics are required to carry out applied research, development research, and/or industrial research.
(3) The research as referred to in paragraph (1) and paragraph (2) is exercised for:
a. looking and/or finding a novelty in the content of science, technology, art, and/or sport; and/or
B. retesting the theory, concept, principles, procedures, methods, and/or models that are already in the content of science, technology, art, and/or sport.
(4) The research activities as referred to in paragraph (1) and verse (3) are exercised by lecturers and/or students by complying with the rules/norms and academic ethics in accordance with the principle of scientific autonomy.
(5) The research as referred to in verse (4) should be published on the accredited scientific periodical in an accredited country or the international scientific periodical issue recognized by the Ministry.
(6) The results of the study are conducted by lecturers to fulfill the dharma of mandatory research disseminated and published in the accredited scientific periodicity or the Ministry recognized.
(7) The results of the college research are recognized as new discoveries after being loaded in accredited scientific periodical publications recognized by the Ministry and/or obtaining intellectual property rights.
(8) The results of the college research carried out by lecturers are utilized to enrich the relevant lecture eye learning material.
Section 94
(1) Colleges, faculty, research institutes, study programs, study centres, or similar institutions can publish scientific periodical publications.
(2) The scientific periodical as referred to in paragraph (1) contains articles of research results.
(3) The research as referred to in verse (2) may be the result of empirical research or theoretical research results.
(4) The periodical periodical as referred to in verse (1) is written in the Indonesian language and/or the official language of the United Nations.
(5) The scientific periodical as referred to in paragraph (1) is published in print and electronically through the information and communication technology networks.
(6) The further provisions of the scientific periodical issue as referred to in paragraph (1) to the paragraph (5) are governed by the Regulation of the Minister.
Paragraph 9
Devotion to the Society
Section 95
(1) The college carries out its devotion to the community.
(2) The exercise of devotion to the community as referred to in paragraph (1) is exercised by the sivity of individual and group academies to apply the results of education and/or research results in the public empowerment effort, development of industry, services, and region as well as towards education for sustainable development, development and/or development.
(3) The results of devotion to society as referred to in paragraph (1) and paragraph (2) are utilized for the enrichment of learning and research.
(4) The devotion to the community as referred to in verse (1) to the verse (3) is exercised in accordance with the autonomy of the college.
Paragraph 10
Study Quality Assurance
Section 96.
(1) Higher education is responsible for the quality of education as a liability to stakeholders.
(2) The implementation of quality assurance by the college aims to meet and/or exceed the National Standards of Education in order to be able to develop a sustainable quality of education.
(3) The quality assurance is conducted internally by the college and is externally periodically by the National Accreditation Board of Higher Education or other independent agencies given the authority by the Minister.
(4) The external evaluation results of the study program periodically as referred to in paragraph (3) are used as the coaching material of study programmes by the Minister.
(5) Further provisions concerning the hosting of internal and external quality as referred to in paragraph (3) and paragraph (4) are governed by the Regulation of the Minister.
Paragraph 11
The curriculum
Section 97
(1) College Curriculum is developed and executed based competency.
(2) Curriculum level of education unit for each study program in college is developed and established by each college by referring to the National Standard of Education.
(3) The competency as referred to in paragraph (1) at least meets the curriculum element as follows:
a. foundation of personality;
B. control of science, technology, art, and/or sport;
c. capabilities and working skills;
D. attitude and behavior in working according to the level of expertise based on mastered science and skills;
e. Mastery of the public life rules in accordance with the choice of expertise in working.
Paragraph 12
The Degree Of Higher Education Graduate
Section 98
(1) The Graduate of academic education, vocational, profession, or specialist, is entitled to use an academic degree, a vocational degree, a profession degree, or a specialist degree.
(2) The degree to the graduates of academic education consists of:
a. scholar, written on the back of the name entitled by listing the letter S. and followed by the initial program of study or field of science;
B. The magister, written on the back of the name entitled by listing the letter M. and followed by the initials of the study program or field of science; and
C. The doctor, written in front of the rightful name of the Dr.
(3) The degree to education vrelocate consists of:
a. a preview expert for a diploma of one diploma program, written on the back of the entitled name by listing the acronym A.P. and followed by the initials of the study program or the field of expertise;
B. a young expert for a graduate of a two-degree diploma program, written behind the name entitled by listing the abbreviation A. Ma. and followed by the initials of the study program or the field of expertise;
c. The madyan expert for the graduates of the three diploma program, written behind the name entitled by listing the abbreviation A.Md. and followed by the initials of the study program or the field of expertise; and
D. Applied science scholar for diploma program four, written behind the entitled name by listing the acronym S.S.T. and followed by the initials of the study program or the field of expertise.
(4) The degree to a profession of professional education is written in front of or behind the name entitled by listing the abbreviation of his profession.
(5) The degree to a specialist education graduate is written behind the name entitled by listing the abbreviation Sp. and followed by the abbreviation of his specialization field.
(6) The further provisions of the title as referred to in verse (2) to the verse (5) are governed by the Regulation of the Minister.
Section 99
(1) Pplotuman the title of a graduate of the foreign college continues to use the title according to the abbreviation and the placement applicable in the country of origin.
(2) The Minister establishes the equality of foreign college diplomas with the diploma and the title of Indonesian college.
BAB IV
HOSTING NONFORMAL EDUCATION
The Kesatu section
Common
Section 100
(1) Non-formal education includes the hosting of non-formal education and education programs.
(2) The sponsorship of the nonformal education unit, as referred to in paragraph 1, includes the education unit:
a. the course institution and the training institute;
B. study group;
c. center of community learning activities;
D. unlim assembly; and
e. Early childhood education is a nonformal path.
(3) The event of a nonformal education program as referred to in paragraph (1) includes:
a. life skills education;
B. an early-age child education;
c. education of desecration;
D. female empowerment education;
e. education of accetic education;
f. Skills education and work training; and
G. Equality education.
Section 101.
The results of nonformal education can be appreciated on par with the results of the formal education program.
The Second Part
Function and Purpose
Section 102
(1) Non-formal education serves:
a. as a substitute, enhancer, and/or a formal education supplement or as an educational alternative; and
B. developing potential learers with an emphasis on mastery of knowledge and functional skills, as well as the development of professional attitudes and personalities in order to support education throughout the period.
(2) Non-formal education aims to form human beings who have proficiency, functional skills, professional attitudes and personality, and develop an independent entity's soul, as well as a competency to work in a particular field, and/or Continuing education to higher levels in order to realize the purpose of national education.
(3) Non-formal education is organized on the basis of principles of, by, and for the public.
The Third Part
Education Unit
Paragraph 1
Course Institute and Training Institute
Section 103
(1) EU courses and training institutes as well as other forms of type hosting education for citizens to:
a. obtaining skills of life skills;
B. developing professional attitudes and personalities;
c. prepare yourself for work;
D. improving vocational competence;
e. prepare yourself for self-effort; and/or
f. continued education to a higher level.
(2) The course institution may host the program:
a. life skills education;
B. desecration education;
c. Female empowerment education;
D. education of accetic education;
e. work skills education;
f. equality education; and/or
G. Other nonformal education required society.
(3) The training institute organizes other work training programs and training programs to improve work competencies for job seekers and workers.
(4) The institution of courses and training institutions accredited by the National Accreditation Board of Nonformal Education and/or other accreditation institutions may host a competency test to the learer in accordance with the provisions of the regulations It's
(5) the training course and training institute as referred to in paragraph (4) provides a certificate of competency to a learmaster who passes the competency test.
(6) The educated participants who have completed learning activities in the course institutions and training institutes can follow the exam of equality results learn with formal education in accordance with the provisions of the laws.
(7) The eligible students who have qualified and/or graduated in the equality exam as referred to in paragraph (6) obtain the diploma in accordance with the programs that are followed.
Paragraph 2
Learning group
Section 104
(1) The study group and other forms of type can host an education for the citizens to:
a. acquiring basic knowledge and skills;
B. obtaining skills of life skills;
c. develop professional attitudes and personality;
D. prepare yourself for self-effort; and/or
e. continued education to a higher level.
(2) The study group may host the program:
a. education of accetic education;
B. equality education;
c. education of life skills;
e. female empowerment education; and/or
f. Other nonformal education required society.
(3) Educable participants who have completed learning activities in the learning group can follow the results of equality of results learning with a formal education in accordance with the provisions of the laws.
(4) Eductioners who have completed learning activities in the study group and/or pass in the equality exam results learn as referred to in verse (3) obtain the diploma in accordance with the program that it is following.
Paragraph 3
The Community Learning Activities Center
Section 105
(1) The center of community learning activities as well as other forms of type can host an education for the citizens to:
a. acquiring knowledge and skills;
B. obtaining skills of life skills;
c. develop professional attitudes and personality;
D. prepare yourself for self-effort; and/or
e. continued education to a higher level.
(2) The public learning activities center can host the program:
a. an early-age child education;
B. education of accetic education;
c. equality education;
D. female empowerment education;
e. life skills education;
f. desecration education;
G. work skills education; and/or
h. Other nonformal education required society.
(3) A society of community learning activities accredited by the National Accreditation Board of Nonformal Education may host a competency test to the learer in accordance with the provisions of the laws.
(4) A society of community learning activities accredited by the National Accreditation Board of Nonformal Education provides a certificate of competency to a learnant who passed the competency test as referred to in verse (3).
(5) Eductioners who have completed learning activities at the center of community learning activities can follow the exam to gain recognition of the equality of outcomes learning with formal education in accordance with the National Standards of Education.
(6) The eligible students who have qualified and/or graduated in the equality exam results of learning with a formal education as referred to in paragraph (5) obtain the diploma in accordance with the programs that are followed.
Paragraph 4
The Taklim Assembly
Section 106
(1) The taxable Assembly or other similar form may host an education for the citizens of the public for:
a. acquiring knowledge and skills;
B. obtaining skills of life skills;
c. develop professional attitudes and personality;
D. prepare yourself for self-effort; and/or
e. continued education to a higher level.
(2) The taxable Assembly or other similar form may host the program:
a. Islamic religious education;
B. an early-age child education;
c. Acacyness education;
D. equality education;
e. life skills education;
f. female empowerment education;
G. The education of youth; and/or
h. Other nonformal education required society.
(3) Eductioners who have completed learning activities in the taxable assemblies or other similar forms can follow the examination of equality results of learning with a formal education in accordance with the provisions of the laws.
(4) Educable participants who have qualified and/or graduated in the equality exam results of learning with a formal education as referred to in verse (3) obtain the diploma in accordance with the program that it is following.
Paragraph 5
Nonformal Path Early Child Education
Section 107
(1) Early childhood education on nonformal educational pathways is the form of play groups, daycare parks, and the same type of age-age education unit.
(2) The playing group, the daycare park, and an early-age child education unit which is a type of hosting education in context:
a. play while studying in order of religious learning and noble ahlak;
B. play while studying in the frame of social learning and personality;
c. play while studying in order of aesthetic learning;
D. play while studying in the course of physical learning, sports, and health; and
e. play while studying in order to stimulate interest to science and technology.
(3) The educational participants of the playing group, daycare parks, and an early age child education unit of nonformal education can be evaluated its development without going through a process of testing competence.
The Third Part
Education Program
Paragraph 1
Life Proficiency Education
Section 108.
(1) Education of life proficiency is an educational program that prepares students of non-formal education with personal prowess, social prowess, aesthetic prowess, kinesthetic prowess, intellectual prowess, and vocational prowess. necessary to work, attempt, and/or self-live in the middle of society.
(2) The education of life skills aims to enhance personal prowess, social prowess, aesthetic prowess, kinesthetic prowess, intellectual prowess and vocational prowess to prepare educated participants in order to be able to work, strive, and/or self-life in the middle of society.
(3) Life proficiency education can be implemented in an integrated way with other non-formal educational programs or in its own.
(4) Life proficiency education can be implemented by a nonformal educational institution in cooperation with formal educational institutions.
(5) Life proficiency education can be implemented integrated with the graduate placement program in the working world, both at home and abroad.
Paragraph 2
Early Children ' s Education
Section 109
(1) The early age education of nonformal educational pathways is a flexible organized program based on the growth stage and development of the child.
(2) The educational program of the early age of a nonformal educational path, as referred to in verse (1), is to grow and foster the entire potential child since birth to the age of 6 (6) the year so that it is formed and that is the birth of the child and the child. Basic skills are consistent with the stage of development in order for the child's readiness to enter further education.
(3) The early childhood education program of nonformal education courses as referred to in verse (2), prioritizing education services to children from birth to age 4 (four) years.
(4) Early age child education program nonformal education path aims:
a. Build a foundation for the development of a potential protege, to be a man of faith and to fear God Almighty, noble, virtuous, virtuous, sound, science, proficient, creative, innovative, self-confident, self-confident, self-confident, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, a democratic and responsible citizen; and
B. develop a potential spiritual, intellectual, emotional, aesthetic, kinesthetic, and social educated participant in the golden age of its growth in an educative and enjoyable play environment.
(5) The education program of the early age of nonformal educational pathways is designed and organized:
a. interactively, inspiring, fun, challenging, and encouraging creativity as well as self-reliance;
B. in accordance with the physical growth stage and child mental development as well as the child ' s best needs and interests;
c. with regard to the differences in talent, interest, and the ability of each child; and
D. with integrating child needs against health, nutrition, and psychosocial stimulation.
(6) The development of the education program of the early age of nonformal educational pathways as referred to in verse (4) is based on:
a. the principle of playing while learning and learning while playing;
B. Note the difference in talent, interest, and the ability of each learer;
c. pay attention to the social, economic, and cultural background of the learer; and
D. The conditions and needs of the local community.
(7) The grouping of educated participants for educational programs on early child education of nonformal educational pathways is tailored to the needs, age, and development of the child.
(8) The event of an early age child education program nonformal education can be integrated with other programs that are already developing in society as an attempt to expand the education ministry early to the whole layer. Society.
Paragraph 3
Education Education
Section 110
(1) Education of youth is an education organized to prepare a cadre of the nation ' s leaders.
(2) The youth education program serves to develop the youth potential with an emphasis on:
a. the reinforcement of the faith, the laughter, and the glory;
B. the strengthening of the national insights and the love of groundland;
c. Buildup of ethics, personality, and aesthetics;
D. increasing insights and capabilities in the fields of science, technology, art, and/or sport;
e. Buildup of entrepreneurship, leadership, exemplary, and pioneering; and
f. enhanced vocational skills.
(3) The youth education program provides educational services to citizens aged between 16 (sixteen) years up to 30 (thirty) years.
(4) The education of youth may be in the form of training and guidance or the like organized by:
a. religious organization;
B. youth organization;
c. organization of scouting/scouting;
D. red bar organization;
e. organization of nature lovers and the environment of life;
f. Entrepreneurial organization;
G. community organization;
h. arts and sports organizations; and
i. Another kind of organization.
Paragraph 4
Women ' s Empowerment Education
Section 111
(1) Women 's empowerment education is an education to improve women' s harkat and dignity.
(2) Women ' s empowerment education program serves to increase gender equality and fairness in the family, community, nation and country through:
a. increased faith, ridiculeness, and noble akhlak;
B. the strengthening of the national insights and the love of groundland;
c. Buildup of ethics, personality, and aesthetics;
D. increasing insights and capabilities in the fields of science, technology, art, and/or sport;
e. Buildup of entrepreneurship, leadership, exemplary, and pioneering; and
f. enhanced vocational skills.
(3) Women ' s empowerment education aims:
a. enhance the position, the harkat, and the female dignity up to the equivalent of the male;
B. enhance women ' s access and participation in education, employment, effort, social roles, political roles, and other forms of charity in life;
c. preventing the occurrence of a violation of human rights attached to women.
(4) The further provisions of women ' s empowerment education as referred to in paragraph (1) and paragraph (2) are governed by the Regulation of Ministers.
Paragraph 5
The Accuracy Education
Section 112
(1) The education of literacy is an education for people who are blind in Latin script so that they can read, write, count, speak Indonesian and knowledgeable, which gives the opportunity to actualize the self-potency.
(2) The education of the sciences serves to provide basic reading, writing, arithmetic, and communication in Indonesian, as well as basic knowledge to learnable learners that can be utilized in everyday life.
(3) The educational education program provides educational services to citizens of the age 15 (fifteen) years to the top who have not been able to read, write, count and/or communicate in Indonesian.
(4) The education of the accetic includes basic afield education, advanced accetic education, and self-independent accency education.
(5) The final quality assurance of the education is conducted through the test of the competence of the acaccency.
(6) The following: (6) the following: (1) the (five) (five) (5) (5) (5) (5) (5) (5).
(7) The education of the accetic can be implemented integrated with the education of life prowess.
Paragraph 6
Skills Education and Work Training
Section 113
(1) The skills education and work training is intended for the learner ' s learner or who is already working.
(2) The skills education and work training as referred to in paragraph (1) are executed for:
a. increase motivation and work ethos;
B. developing a personality that matches the type of educated participant's work;
c. enhancing insights on the environmental aspects that are in compliance with the work needs;
D. improving the functional skills skills according to the demands and job needs;
e. improving the ability to build social networking in accordance with the demands of the job; and
f. Increase the capabilities of the Cloud Service.
(3) The functional skills skills as referred to in paragraph (1) include vocational skills, managerial skills, communication skills, and/or social skills.
(4) The skills education and work training can be implemented in an integrated way with:
a. life proficiency education programs;
B. Package B equality education program and Package C;
c. Female empowerment education programs; and/or
D. The youth education program.
Paragraph 7
Equality Education
Section 114.
(1) The education of equality is a non-formal educational program that organizes the general education of SD/MI, SMP/MTs, and SMA/MA which enforces the program Package A, Package B, and Packets C as well as the SMK/MAK equivalent vocational education. Vocational.
(2) The education of equality serves as a nonformal educational service on primary and secondary education.
(3) Reeducation of the Package A program is a member of the public who meets the mandatory study of SD/MI equivalents through a nonformal educational path.
(4) The students of the Package B program are members of the public who meet the mandatory study of the equivalent of SMP/MTs through a nonformal educational path.
(5) The Package B Program is as referred to in paragraph (4) to dismay students with functional skills, attitudes and professional personalities that facilitate the process of adaptation with the working environment.
(6) The requirements of following the Package B program are the graduates of SD/MI, the Package A program, or an equal.
(7) Educable of the Package C program is a member of the public who travels to secondary education through a nonformal educational path.
(8) Vocational C-Package protégations are members of the public who attend vocational secondary education through a nonformal educational path.
(9) The Package C Program as referred to in paragraph (7) discourses learnates with academic skills and functional skills, as well as professional attitudes and personalities.
(10) The Vocational C Package Programme as referred to in verse (8) of the learnable participants with academic skills, functional skills, and the vocational prowess of paraprofesi, as well as professional attitudes and personalities.
(11) The Requirements of Following Package C and Vocational C Packets is a graduate of SMP/MTs, Package B, or an equal.
(12) The equality education program can be implemented integrated with:
a. life proficiency education programs;
B. Women ' s empowerment education programs; and/or
c. Educational program of youth.
The Fifth Part
Education Results equalization
Section 115
(1) Non-formal education results can be appreciated equivalent to the results of formal education after going through the equality test that meets the National Standards of Education by the institution designated by the Government or the local government as per authority each, and in accordance with the provisions of the laws.
(2) The equality test as referred to in paragraph (1) for the Package A Program, the Package B Program, the Package C Program, and the Vocational C Package Program are carried out by the National Standards Board of Education.
(3) The test of equality as referred to in paragraph (1) for the program of life proficiency can be executed for:
a. obtaining a recognition of equality with the competency of the vocational subjects on the secondary education level; or
B. obtaining a recognition of equality with the competency of the vocational college eye on higher education.
(4) The equality test as referred to in paragraph (3) of the letter a may be exercised by SMK or MAK's lowest accreditation B of the National Accreditation Board of Schools/Madrasah.
(5) The test of equality as referred to in paragraph (3) the letter b may be carried out by a college through the lowest accredited vocational study program B of the National Accreditation Board of Higher Education.
(6) The educated participant who passed the equality test as referred to in paragraph (4) and paragraph (5) is given a certificate of competence.
(7) The further provisions of the test of equality as referred to in paragraph (1) to the paragraph (6) are governed by the Regulation of the Minister.
BAB V
HOSTING INFORMAL EDUCATION
Section 1
Informal education is performed by families and environments that are self-taught learning activities.
Section 117
(1) The results of an informal education can be appreciated equivalent to the results of nonformal and formal education after going through the equality test that meets the National Standards of Education by the institution designated by the Government or the local government as per authority each, and in accordance with the provisions of the laws.
(2) The equality test as referred to in paragraph (1) is exercised through:
a. The equality test that applies to non-formal education learers as set out in Section 115; and
B. Test of equality arranged with the Minister ' s Regulation for other results of informal education that is beyond the scope of the provisions in Article 115.
BAB VI
HOSTING REMOTE EDUCATION
Section 118
(1) Long-distance education aims to improve the expansion and alignment of educational access, as well as improving the quality and relevance of education.
(2) Long distance education as referred to in verse (1) has an open characteristic, self-study, learning tuntas, using information technology and education communication, and/or using other educational technologies.
Section 119
(1) Long-distance education can be organized on all lines, types, and types of education.
(2) The degree of remote education as referred to in paragraph (1) is exercised according to the National Standard of Education with:
a. using the mode of learning that participants are educated with a separate education;
B. emphasized the principle of independently learning, structured, and guided by using a variety of learning sources;
c. Making media learning as a more dominant learning source than educators;
D. It replaces face-to-face learning with the interaction of information and communication technology based on information and communication, although it continues to allow for a limited, face-to-face learning.
(3) Long distance education provides information technology based services and communication for activities:
a. Preparation of such materials;
B. the coupling and distribution of such materials;
c. process of learning through the activities of tutorials, practices, practicality, and exams; and
D. Administration and registration.
(4) Long distance education that provides information and communication technology based services as referred to in paragraph (3) is exercised without ruling out the face-to-face service.
Section 120
(1) Organizing of long-distance education can be organized in a single, double mode, or consortium.
(2) Organizing a single mode of distance education as referred to in paragraph (1) is a unit of education that organizes the educational program only with remote mode.
(3) The organizing mode of double mode as referred to in verse (1) is the unit of education that organizes the education program both face-to-face and long distance.
(4) Organizing a consortium mode as referred to in paragraph (1) of the form of a network of cooperation in the educational distance education unit of education with the scope of national and/or international regions.
(5) The organizational structure of the distance education unit is determined based on the mode, scope, and management system applied.
Section 121
(1) Long-distance education can be held with the scope of subjects or courses, study programs, or educational units.
(2) Long-distance education with the scope of subjects or courses referred to in paragraph (1) is exercised at 1 (one) or more subjects or courses in 1 (one) of the study programs.
(3) Long-distance education with the scope of the study program as referred to in paragraph (1) is exercised in 1 (one) or more program of study in whole in 1 (one) educational unit.
(4) The distance education with the scope of the education unit as referred to in paragraph (1) is the holding of a long-distance education in one (one) educational unit.
Section 122
(1) The organizers of the remote education unit are required to develop a system of information and communication technology based learning systems.
(2) The information and communications technology bases in the management system as referred to in paragraph (1) are the least to include:
a. program planning and budget;
B. financial administration;
c. academic administation;
D. the administration of the learer; and
e. Personnel administration.
(3) Information and communication technology bases on the remote and middle-range learning systems of the most basic and medium-level education:
a. learning means;
B. Educator competence;
c. sources learn;
D. the learning process; and
e. evaluation of the study results;
(4) The information and communication technology bases on the remote learning system of higher education are the least to include:
a. learning means;
B. lecturer ' s competence;
c. The education of the education workforce;
D. student competence;
e. source learning;
f. Learning process;
G. research process;
h. the process of devotion to the community; and
i. Evaluation of the results.
Section 123
(1) Long-distance education quality assurance in basic and secondary education units is performed by guidelines on:
a. National Standards of Education;
B. provisions about the National Examation;
c. provisions of accreditation; and
D. Information systems based on information technology and communication as referred to in Section 122 verses (3).
(2) Quality Assurance as referred to in paragraph (1) is exercised in accordance with the characteristics of a remote education.
Section 124
(1) The degree of remote education quality of education in college includes:
a. quality assurance as set out in Section 96; and
B. The quality of the quality to ensure that the learning-based learning of information and communication as referred to in Article 122 of the verse (4) is filled.
(2) Quality Assurance as referred to in paragraph (1) is exercised in accordance with the characteristics of a remote education.
Section 125
(1) Far-distance education on informal educational pathways for citizens can be done through:
a. television and radio broadcasting;
B. film and video screening;
c. installation of an internet site;
D. print media publication;
e. delivery of information via mobile phone; and
f. other forms of dissemination of information to the public in accordance with the provisions of the laws.
(2) Long-distance education on an informal educational path as referred to in paragraph (1) is held in full responsibility and considers the possibility of a negative impact on the morality of the public.
Section 126
Further provisions on the hosting of long-distance education as referred to in Article 118 to Section 124 are governed by the Regulation of Ministers.
BAB VII
HOSTING SPECIAL EDUCATION AND
SPECIAL SERVICES EDUCATION
The Kesatu section
Common
Section 127
Special education is an education for educated participants who have difficulty in following learning processes due to physical, emotional, mental, social, and/or potential intelligence potential and special talent.
Section 128
Special service education is an education for educated participants in remote or backward areas, remote indigenous peoples, and/or experiencing natural disasters, social disasters, and incapable of economic terms.
The Second Part
Special Education
Paragraph 1
Special Education for the Disabated Didic Participant
Section 129
(1) Special education for abnormality students provides educational services for learners who have difficulty in following learning processes because of physical, emotional, mental, intellectual, and/or social disorders.
(2) Special education for abnormality students aims to develop the potential of the learer optimally according to its ability.
(3) The abnormated protege consists of educated participants who:
a. tunanetra;
B. purple tunarable;
C. tunawicara;
D. tunagrahita;
e. tunadaksa;
f. tunalaras;
G. Learning difficulties;
h. slow learning;
i. autis;
J. have motor tampering;
No, being a victim of the abuse of narcotics, illicit drugs, and other addictive substances; and
I. have other abnormalities.
(4) The (4) Kelainan as referred to in verse (3) may also be a combination of two (two) or more types of abnormalities, called the tunaganda.
Section 130
(1) Special education for abnormality educated participants can be organized on all lines and types of education on primary and secondary education.
(2) A special education can be conducted through special education units, public education units, vocational education units, and/or religious education units.
(3) The further provisions of special education programs on special education units, public education units, vocational education units, and/or religious education units as referred to in paragraph (2) are governed by the Regulation of Ministers.
Section 131
(1) The provincial government organizes at least 1 (1) special education unit for each type of abnormality and the education of education as a model according to the needs of the educated participants.
(2) The county/city government guarantees the convening of special education on the general education unit and the unit of vocational education according to the needs of the educated participants.
(3) The warranty of special education as referred to in verse (2) is conducted by designating at least one (one) of the general education units and 1 (one) of the vocational education units that provide a special education.
(4) In guarantees of special education as referred to in verse (3), the county/city government provides educational resources with respect to the needs of an abnormalized student.
(5) The college is required to provide access to abnormality students.
(6) The provincial government assists in the availability of education related to the needs of the abnormality of the abnormality as referred to in verse (4).
(7) The Government helps the availability of education related to the needs of the abnormality in special education as referred to in paragraph (1), paragraph (4), paragraph (5), and paragraph (6) on all paths, types, and types Education.
Section 132.
Special education for abnormalized learers on the formal path is organized through an early child education unit, the primary education unit, and the secondary education unit.
Section 133
(1) The formal special education unit for students of abnormality for early childhood education in the form of exceptional kindergartens or other desigcountries for the unit of education that is similar and equal.
(2) Special education units for the students of abnormality in the basic educational level consist of:
a. exceptional elementary school or other designation for a type of education that is kind and equal; and
B. The first secondary school is exceptional or other designable for a unit of education that is kind of a kind and equal.
(3) Special education units for non-secondary education participants are exceptional secondary schools, exceptional vocational secondary schools, or other desigcountries for the same type of education unit and equal.
(4) The unit of special education can be carried out integrated between education and/or intertype of abnormalities.
(5) Special education for abnormalized students can be organized by the education unit on the nonformal educational path.
Paragraph 2
Special Education for the Didic Participant that has
Potential Intelligence and/or Special Talent
Section 134.
(1) Special education for learners who have the potential of intelligence and/or special talent for developing the potential of excellence of the learer becomes a real achievement according to its characteristic features.
(2) Special education for learnists who have potential intelligence and/or special talent aims to actualize the entire potential for the term without ignoring the development balance of spiritual, intellectual, emotional, social, aesthetic, kinesthetic, and other intelligence.
Section 135
(1) Special education for educated participants who have potential intelligence and/or special talent may be held on the TK/RA, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or other forms of equal form.
(2) The special education program for learers who have the potential of intelligence and/or special talent can be:
a. the acceleration program; and/or
a. Enrichment program.
(3) The acceleration program as referred to in paragraph (2) is conducted with the requirement:
a. Learers have the potential of intelligence and/or special talent as measured by psychological tests;
a. Educated participants have high academic achievement and/or special talent in the arts and/or sports; and
B. The organizing education unit has been or has almost fulfilled the National Standards of Education.
(4) The acceleration program as referred to in paragraph (3) may be done by applying the semester credit system in accordance with the provisions of the laws.
(5) The event of a special education program for learers who have the potential of intelligence and/or special talent as referred to in verse (2) can be performed in form:
a. regular class;
B. special class; or
c. Special education unit.
Section 136
The provincial government organizes at least 1 (1) special education unit for learners who have the potential of intelligence and/or special talent.
Section 137
Special education for learners who have the potential of intelligence and/or special talent can be organized by the education unit on nonformal educational pathways.
Section 138.
The further provisions of the hosting of special education as referred to in Article 129 up to Article 137 are governed by the Rule of Ministers.
The Third Part
Special Service Education
Section 139.
(1) Special service education serves to provide educational services for educated participants in the area:
a. remote or backward;
B. remote indigenous peoples;
c. which experienced a natural disaster;
D. who experienced social disaster; and/or
e. Which is not capable of economic terms.
(2) Special services education aims to provide educational access to learers so that their right to obtain education is met.
Section 140
(1) Special services education can be held on formal, nonformal, and informal educational pathways.
(2) Special services education on formal educational pathways is organized by means of adjusting the time, venue, means and infrastructure of learning, educators, educational power, and/or other learning resources under the conditions of difficulty A student.
Section 141
Governments and/or local governments in accordance with the authority of each of them organizes a special service education.
Section 142
A further provision of the hosting of special services education as referred to in Article 139 to Article 141 is governed by the Regulation of the Minister.
BAB VIII
INTERNATIONAL COMBAT EDUCATION UNIT
Section 143
The international level of education unit is an educational unit that has met the National Standards of Education and is enriched by the standard of advanced state education.
Section 144
(1) The city/city government organizes at least 1 (one) International SD (s) and/or facilitates the hosting of at least 1 (1) International SD (s) of the International Hosted Community.
(2) In terms of provisions as referred to in paragraph (1) cannot be fulfilled, then the county/city government organizes at least 1 (one) SD which is developed into an international degree of educational education.
(3) The education of an elementary school developed into an international educational unit, as referred to in verse (2), can be done partially according to the study party or subject matter.
(4) The teaching of education as referred to in verse (3) meets the international quality of elementary school quality arranged by the Minister.
(5) The development of elementary schools as an international level of education is held at the longest of seven (seven) years.
(6) The county/city government assists and facilitates the hosting of international or international field-level events organized by the public as referred to in verse (1).
Section 145
(1) The provincial government facilitates and assists the hosting of international schools in the district/city in its territory.
(2) The Facilitation and assistance as referred to in paragraph (1) includes:
a. Funding of investment means and infrastructure;
B. operation of operational cost;
c. provision of educators and educationist; and
D. The host of supervision and the quality of international grade grade or developed into international fighting is organized by the municipal/city government.
Section 146
(1) The provincial government organizes at least 1 (one) SMP, 1 (1) High School, and 1 (one) international SMK and/or facilitate the hosting of at least 1 (one) SMP, 1 (1) High school, and 1 (one) SMK international-organised society in each district/city in its territory.
(2) In terms of the provisions as referred to in paragraph (1) cannot be fulfilled, the provincial government organized at least 1 (one) SMP, 1 (1) SMA, and 1 (one) SMK developed into an international degree of educational education.
(3) The practice of international education, as referred to in verse (2), can be done partially according to the study party or subject.
(4) The teaching of education as referred to in verse (3) meets the guidelines of the high school, high school, and international SMK quality, which are governed by the Minister.
(5) High school, high school, and SMK became an international unit of higher education, lasting six (six) years.
(6) The county/city government may aid in the hosting of junior high schools, high schools, and SMK international fates or which are developed into an international degree of educational education.
Section 147
(1) The provincial government is planning the needs, lifting, placing, twisting, giving welfare, giving the award, providing protection, doing coaching and development, and laying off educators and educationist Civil servants in elementary, junior high school, high school, and SMK are international or developed into an international level of educational education organized by the provincial government.
(2) The Mutation of educators and the education power of civil servants in international elementary schools or who were developed into an international degree of education became the authority of the provincial government.
(3) Rapture, dismissal, and/or transfer of civil servant teachers in junior high school, high school, and SMK education units under development as an international or international degree of higher level education. Provincial government.
(4) The Mutation of the head of the education unit of civil servants on an international degree of education or developed into an international degree of education must be authorized by the Ministry of Education.
(5) The provincial government may assign a civil servant educator to an international degree of educational unit or that is developed into a unit of international level of education organized by the public.
Section 148
(1) The government may aid the holding of an international educational unit or which is being developed into an international degree of educational education.
(2) The government can stop aid to international educational units or that are developed into an international unit of education that fails to become an international level of educational unit within the time limit as well as the international level of education. referred to in Article 144 of the paragraph (5) and Article 146 of the paragraph (5).
Section 149
The government can host international schools/madrasas or which are developed into an international educational unit.
Section 150
A further provision of the development and implementation of international educational units as referred to in Article 144 to Section 148 is governed in the Minister's Rule.
Section 151
The government organizes at least 1 (one) of the study programs and/or 1 (one) colleges and/or facilitates at least 1 (one) of the study programs and/or 1 (one) of the colleges that the community has organized to develop. be an international degree of study and/or college.
Section 152
(1) The primary and secondary education unit developed into international cost of education in accordance with the international level of schools/madrasas is regulated by the Minister.
(2) The government, provincial government, district/city government, or the public can establish a new international school/madrassa with the requirement must meet:
a. National Standards of Education since school/madrasas stand; and
B. The international level of school/madrasah licensing guidelines established by the Minister since the school/madrassa stand.
Section 153
(1) Government, local government, or society may organize special education units and units or non-formal educational programs of international.
(2) The further provisions of special education units and units or non-formal educational programs of international stature as referred to in paragraph (1) are governed by the Regulation of Ministers.
Section 154
Organizers and educational units are prohibited from using the international word for educational unit names, programs, classes, and/or subjects unless obtaining the designation or permission of the official issuing a designation or permission the host of an international level of higher education.
BAB IX
LOCAL EXCELLENCE-BASED EDUCATION UNIT
Section 155.
The local excellence-based education unit is a unit of education that has met the National Standards of Education and enriched with competitive and/or comparative advantages of the area.
Section 156
(1) The county/city government manages and organizes at least 1 (one) educational unit on primary and secondary level of education based on local excellence.
(2) The government of the district/city facilitates the holding of an educational unit based on local superiority in the primary and secondary education of the community.
Section 157
(1) Local seeds as referred to in Article 156 are developed based on the competitive and/or comparative advantages of the area in the fields of art, tourism, agriculture, marine, industrial, and other fields.
(2) The basic and medium education units developed into local excellence must be enriched with a vocational education charge associated with the economic, social, and/or local culture potential that is a competitive edge and/or comparative areas.
Article 158.
(1) The primary and secondary education unit developed into a local excellence-based education unit performing educational quality assurance in accordance with the school quality of schools or madrasas based on local superiority arranged by the Minister.
(2) The government, provincial government, county/city government, or the public can establish a new school/madrassa that is based on local excellence with the requirements of meeting:
a. National Standards of Education since school/madrasas stand; and
B. The school/madrasah-based guidelines guidelines/madrasahs are based on local primacy established by the Minister since the school/madrassa stand.
Section 159.
(1) The government, local government, or society may host a unit or non-formal education program based on local prominence.
(2) The further provisions of a non-formal education unit or program based on local prominence as referred to in paragraph (1) are governed by the Regulation of the Minister.
BAB X
HOSTING EDUCATION
BY A FOREIGN COUNTRY REPRESENTATIVE
AND THE FOREIGN EDUCATION UNIT ' S COOPERATION
WITH THE INDONESIAN STATE EDUCATION UNIT
The Kesatu section
Hosting of Education by Foreign Country Representative
Section 160
(1) The representative of a foreign country in the Republic of the Republic of Indonesia can organize an educational unit for its citizens in accordance with the education system in its country for the approval of the Government of the Republic of Indonesia.
(2) The educational unit as referred to in verse (1) is prohibited from receiving Indonesian citizen learers.
The Second Part
Foreign Education Institution ' s Cooperation with
Education Unit in Indonesia
Paragraph 1
The Educational Hosting Cooperation
Section 161.
(1) An accredited foreign education institution or a recognized one in his country can organize an education in the territory of the Republic of Indonesia.
(2) The teaching of education as referred to in paragraph (1) is mandatory in cooperation with educational institutions in Indonesia at the degree of study programs or units of education.
(3) The event of an education as referred to in paragraph (1) must be executed on the condition:
a. acquiring Minister ' s permission;
B. following the National Standards of Education;
c. follow the national exam for the students of primary and secondary education of Indonesia;
D. following accreditation by the national accreditation body; and
e. comply with applicable laws.
(4) The degree of education, as referred to in verse (1) and verse (2) in early childhood education and primary and secondary education in collaboration with Indonesian education units that are accredited A or equivalent of the Agency. National School/Madrasah accreditation or from the National Accreditation Board of Nonformal Education in accordance with its authority.
(5) The teaching of the education as referred to in paragraph (1) and paragraph (2) of the higher education level in cooperation with universities in Indonesia that has an accredited educational program A or equivalent of the Board of Accreditation. National Colleges or the National Accreditation Board of Nonformal Education in accordance with its authority.
(6) The ownership of the foreign agency in the program or unit of education held together as referred to in paragraph (1) to the paragraph (5) is exercised in accordance with the provisions of the laws.
(7) The Program or unit of education held together as referred to in paragraph (1) to the paragraph (5) is required to include at least 30% (thirty percent) of the Indonesian citizen educator.
(8) The Program or unit of education organized together as referred to in paragraph (1) to the paragraph (5) is required to include at least 80% (eighty percent) of the education workforce of the Indonesian national.
(9) The programs or educational units organized together in certain areas are governed by the Regulation of Ministers.
Section 162.
(1) The Program or unit of education held together as referred to in Article 161 of the paragraph (2) is an international program or unit of education or education based on local excellence.
(2) The program or unit of education as referred to in paragraph (1) is required to implement a justice system of remuneration for all educators and educationist.
Section 163
(1) The Programs or educational units organized together as referred to in Section 161 may use the applicable education system in other countries.
(2) The use of any other country ' s education system as referred to in paragraph (1) is required to obtain permission from the Minister.
(3) In terms of the use of other state education systems as referred to in verse (1) related to the discipline of religious sciences, the Minister granted permission after obtaining consideration from the Minister of Religious Affairs.
Paragraph 2
Education Management Cooperation
Section 164
(1) An early age child education unit and the Indonesian primary and secondary education unit can work together in academia with the foreign education unit in the management of education.
(2) The study program, study center, research institute, institution of service to society, faculty, or other work unit on Indonesian colleges can cooperate in academic and/or non-academic fields with similar work units of the Foreign college in the management of education.
(3) The cooperation as referred to in paragraph (1) and paragraph (2) aims:
a. improving the quality of education;
B. expand the partnership network; and/or
c. organizes an international or local level of excellence based educational unit or program.
(5) The academic cooperation as referred to in paragraph (1) is shaped:
a. exchange of educators and/or an educational workforce;
B. exchange of educated participants;
c. Resource utilization;
D. hosting a return program;
e. the host of extracurricular activities; and/or
f. Cooperation is considered necessary.
(6) The academic cooperation as referred to in paragraph (2) is in shape:
a. exchange of educators and/or an educational workforce;
B. exchange of educated participants;
c. Resource utilization;
D. host of scientific meetings;
e. the hosting of the credit acquisition activities program;
f. hosting a credit transfer program;
G. hosting a twin study program;
h. the hosting of the dual degree study program;
i. the host of the overlapping study program;
J. hosting a research program;
No, the hosting of the service program to the community; and/or;
I. Cooperation is considered necessary.
Section 165
(1) Cooperation with the overseas colleges as referred to in Article 164 of paragraph (5) the letter g and the letter h is exercised by an Indonesian college study program accredited A from the National Accreditation Board of Higher Education.
(2) The foreign college study program cooperating with the study program in Indonesia as referred to in paragraph (1) must be accredited or recognized in his country.
Section 166
(1) Non-academic cooperation as referred to in Section 164 paragraph (2) may be in form:
a. management contract;
B. an asset yaginization;
c. fundraisers;
D. the division of services and royalties on intellectual property rights; and/or
e. other cooperation in accordance with the provisions of the laws.
(2) Non-academic cooperation as referred to in paragraph (1) can only be done by the college who already has the founding permission of the Ministry.
Section 167
(1) Non-formal education units of Indonesia can establish academic and/or non-academic cooperation with other state educational institutions.
(2) The nonformal educational unit cooperation as referred to in paragraph (1) aims at improving the quality of education and/or expanding the partnership network for the benefit of the nonformal educational unit.
(3) The cooperation as referred to in paragraph (1) may only be carried out by an accredited non-formal educational unit by the National Accreditation Board of Nonformal Education which has a founding permit in accordance with the provisions of the laws.
(4) The further provisions of the implementation of educational forms of cooperation as referred to in paragraph (1) are governed by the Regulation of the Minister.
Section 168
The Minister may cancel the cooperation of the management and hosting of education as referred to in Article 161 to Article 167 of the paragraph (1), paragraph (2), and paragraph (3) if after an examination by the Inspectorate General of the Ministry upon the Minister ' s instructions, proven to violate the provisions of the laws.
BAB XI
THE EDUCATED PARTICIPANT ' S OBLIGATION
Section 169
(1) The educated participant is obligated:
a. follow the learning process according to the rules of the education unit by upholding the academic norms and ethics;
B. exercise worship in accordance with its adhered religion and respect for the execution of other educated participants ' worship;
c. respect for educators and educationist;
D. maintaining a sense of confusion and peace to realize social harmony;
e. love of family, society, nation, and country, as well as to love their fellow learers;
f. loving and preserving the environment;
G. participate in maintaining and maintaining the means and infrastructure, cleanliness, security, and order of the education unit;
h. participate in maintaining and maintaining the means and amenities, cleanliness, security, and public order;
i. bear the cost of management and hosting of education, except those exempt from liability;
J. maintaining the prestige and good name of the education unit is concerned; and
No, comply with all applicable regulations.
(2) The obligation as referred to in verse (1) is exercised under the guidance and firmness of educators and the power of education, as well as the cultivation of the educated participants.
(3) Further provisions on the obligations of the educated participants as referred to in paragraph (1) are governed by the unit of education in question.
BAB XII
EDUCATORS AND THE EDUCATION WORKFORCE
The Kesatu section
Common
Section 170
Educators and educational powerhouses in educational units and programs are the managing and support of educational hosting.
The Second Part
Types, Tasers, and Liability
Section 171
(1) Educators are an educational workforce that qualified as a teacher, lecturer, counselor, pamong study, widyaishvara, tutor, instructor, facilitator, and other designations in accordance with its specialty, as well as participating in organizing Education.
(2) The following (2) the following:
a. teachers as professional educators educate, teach, guide, direct, train, assess, and evaluate educated participants in early-child education of formal education channels, primary education, and secondary education;
B. lecturers as professional educators and scientists transform, develop, and disseminate science, technology, and art through education, research, and devotion to the community, on higher education levels;
c. counselors as professional educators provide counseling services to learers in the educational unit on primary education, secondary education, and higher education;
D. PAmong learn as a professional educator to educate, guide, teach, train, assess, and evaluate learers, and develop a model of learning programs, learning tools, and learning management on nonformal educational pathways;
e. widyaiswara as a professional educator educationing, teaching, and training educated participants on education and training programs of prepost and/or in office hosted by the Government and/or local government;
f. tutors as professional educators provide learning assistance to learers in remote learning and/or face-to-face learning in formal and nonformal line educational units;
G. instructors as professional educators provide technical training to the learers on the course and/or training;
h. the facilitator as a professional educator coaching and assessing at educational and training institutions;
i. Early childhood education as professional educator parenting, guiding, training, assessing early child development in the playing group, daycare and other forms of type on nonformal educational pathways;
J. Special guidance teachers as professional educators guide, teach, assess, and evaluate abnormalities in general education units, vocational education units, and/or religious education units; and
No, nara a technical source as a professional educator training certain skills for learers on equality education.
Section 172.
(1) Educable must have academic qualifications and competence in accordance with the provisions of the laws.
(2) Academic qualifications and the competence of teachers and lecturers on formal education units must conform to the provisions of the laws.
(3) Academic qualifications and pedagogical competence other than teachers and lecturers are arranged with the Regulation of Ministers.
(4) Academic qualification and pedagogical competence on nonformal educational pathways is set up with the Regulation of Ministers.
Section 173.
(1) Educency other than educators as referred to in Article 171 includes the management of the unit of education, inspectors, supervisors, researchers, developers, library power, laboratory power, study source engineer, administration, psychologist, social workers, therapists, cleanliness and security, as well as the power of other desigcountries working on education units.
(2) The power of education as referred to in paragraph (1) has the following tasks and responsibilities as follows:
a. the management of the educational unit manages the educational unit on formal or nonformal education;
B. Viewing, monitoring, and coaching on a nonformal education unit;
c. Supervisors conduct monitoring, assessment, and coaching on formal education units of early-age children, primary education, and secondary education;
D. researchers conduct research in the field of education on early child education unit, primary education, secondary education, and higher education, as well as a nonformal education;
e. developers or engineers do the development or adhesives in education in the educational unit of early childhood, primary education, secondary education, and higher education, as well as a nonformal education;
f. library power carrying out library management on educational units;
G. the laboratory power helps educators manage the practicality activities in the educational unit laboratory;
h. The source technician learns to prepare, maintain, improve the means and infrastructure in the education unit;
i. the administration of the administration is organizing administrative services on the education unit;
J. psychologists provide pedagogical-pedagogical assistance services to learners and educators on special education and early child education;
No, Education social workers provide sociological-pedagogical assistance services to learners and educators on special education or special services education;
I. Therapists provide the services of kinesiological physiological assistance to the learers on a special education; and
M. Cleanliness and security provide environmental hygiene services and the security of the unit of education.
The Third Part
Appointment, Placement, Displacement,
and the Stop
Section 174.
(1) The government is planning the need for educators and the education workforce that meets the National Standards of Education on education units nationwide.
(2) The local government in accordance with its authority is planning the needs of educators and the education workforce that meets the National Standards of Education based on planning the needs as referred to in paragraph (1).
Section 175
(1) The force, placement, transfer, and dismissal of educators and educational personnel on the unit of education organized by the Government or local government are executed in accordance with the provisions of the laws.
(2) Rapture, placement, transfer, and dismissal of educators and educational power by the Government and local governments exercised in the framework of expansion and alignment of educational access as well as increased quality, competemeness, and relevance Education.
(3) Rapture, placement, transfer, and dismissal of educators and educationist on education units organized by the public is carried out by the community-established education organizer based on the work agreement and in accordance with the provisions of the laws.
The Fourth Part
Career coaching, Promotion, and Awards
Paragraph 1
Career coaching
Section 176
(1) The Government develops and establishes the career coaching pattern of educators and educational power in accordance with the provisions of the laws.
(2) The Government and/or the local government are required to undertake the coaching career of educators and the education workforce in accordance with the career coaching pattern as referred to in paragraph (1).
(3) Organizing education organizers are required to undertake the coaching of the career of educators and the education workforce on the educational unit that it is held in accordance with the career coaching pattern as referred to in verse (1).
(4) Coaching career coaching is exercised in the form of improved academic qualifications and/or competency as a learning agent by referring to the National Standards of Education.
(5) The coaching career of education is exercised in the form of increased academic qualification and/or managerial and/or technical competence as an educational power by referring to the National Standards of Education.
Paragraph 2
Promotions and Awards
Section 177
Promotion and appreciation for educators and educational powerpower is based on the background of education, experience, ability, and work achievement in the field of education.
Section 178
(1) Promotion for educators and educationist as referred to in Section 177 is given in the form of a rank increase/group, promotion, and/or other form of promotion that is implemented in accordance with regulatory provisions. It's
(3) Promotion for educators and educationist not civil servants on education units organized by the public is exercised in accordance with the basic budget and household budgets of education and provision of the Laws.
Section 179
(1) The award for the educationist and educational power as referred to in Article 177 is given by:
a. President or Minister at a national and/or international level;
B. the governor on the provincial level;
C. bupati/mayor on county/city level;
D. camat on the subdistrict level;
e. village head/agility at village level/agility; and
f. The leader of the education unit at the level of education
(2) The award for educators and educational power can be provided by the public and professional organizations at the international, national, provincial, district/city level, subdistrict, village/agility, and/or unit level of education.
(3) The award as referred to in paragraph (1) and paragraph (2) is provided in accordance with the provisions of the laws, in form:
a. service mark;
B. promotion;
C. charter;
D. money; and/or
e. Another form of appreciation.
Section 180
(1) The government and local governments give awards to educators and/or dedicated education personnel who serve in remote or backward areas, areas with remote indigenous peoples conditions, border areas with the country other, areas that are experiencing natural disasters, social disasters, trailing areas, or areas that are in other emergencies.
(2) The Government gives awards to educators and/or educational personnel who successfully wrote textbooks and/or found a new quality learning technology according to the Ministry ' s assessment.
(3) The Government gives an award to the educators and/or the education workforce that results in quality research according to the assessment of the Ministry.
(4) The educated or educational workforce that was killed in carrying out the duties of obtaining the award from the Government, local government, and/or the organizers of the education unit in accordance with the provisions of the laws.
The Fourth Part
The ban
Section 181
Educators and educationist, both individual and collective, are banned:
a. sells textbooks, teaching materials, equipment supplies, uniform clothes, or uniform clothing materials in the educational unit;
B. take charge in providing study tutoring or tutoring to learers in the educational unit;
c. perform all things either directly or indirectly that characteres the integrity of the evaluation of the learer's learning results; and/or
D. Conduct levies to educate participants either directly or indirectly, contrary to the provisions of the laws.
BAB XIII
THE ESTABLISHMENT OF THE EDUCATION UNIT
Section 182
(1) The establishment of a program or a formal education education unit of a formal early age, primary education, secondary education, and higher education are required to obtain the permission of the Government or local government according to its authority.
(2) The establishment permit as referred to in paragraph (1) for kindergarten, SD, junior high school, high school, and SMK, which meets minimum service standards up to the National Standard of Education, is provided by the bupati/mayor.
(3) SD, junior high school, high school, and SMK development permits, which meet the National Standards of Education into a unit and/or international degree of education program are granted by the Minister.
(4) SD, junior high school, high school, and SMK development permits, which meet the National Standards of Education into a unit and/or local excellence-based education program, are provided by the bupati/mayor.
(5) The permission of the establishment as referred to in verse (1) for the special education unit on the primary and secondary education is given by the governor.
(6) The establishment permit as referred to in paragraph (1) for RA, MI, MTs, MA, MAK, and religious education is issued by the Minister of Religious Affairs.
(7) The development permits of RA, MI, MTs, MA, MAK, and religious education into units and/or local degree-based education programs are issued by the Minister of Religious Affairs.
(8) The establishment permit as referred to in paragraph (1) for the study program at a public college is given by the Minister.
(9) The establishment permit as referred to in paragraph (1) for the study programme on religious colleges is given by the Minister of Religious Affairs.
(10) The establishment permit as referred to in paragraph (1) for the Indonesian education unit abroad is granted by the Minister.
(11) Further provisions on the manner of the granting of formal educational unit permits as referred to in paragraph (1) to the paragraph (10) are governed by the Regulation of the Minister.
Section 6
(1) The Government may host an international unit and/or educational program according to the need.
(2) The authorized consent of the international unit and/or educational program as referred to in paragraph (1) is provided by the Minister.
Section 184
(1) The terms of the establishment of a formal education unit include the content of education, number and qualifications of educators and educationist, educational means and infrastructure, education financing, evaluation and certification systems, as well as management and processes Education.
(2) The terms as referred to in paragraph (1) are guidelines on the provisions in the National Standards of Education.
(3) In addition to the terms as referred to in paragraph (1) the establishment of an educational unit must attach:
a. the results of the feasibility study on the prospect of establishing a formal educational unit of spatial, geographical, and ecological terms;
B. the results of a feasibility study on the prospect of establishing a formal education unit in terms of listing prospects, finance, social, and culture;
c. data on the balance between the number of formal education units with the school age population in the region;
D. data on estimates of the proposed educational unit distance among the same type of formal education unit;
e. data on the capacity of the tampung power and scope of the existing formal education unit range; and
f. data on estimated financing for the survival of the least for one (one) academic year of the next.
(4) Higher education units organized by other ministries or non-ministerial government agencies, in addition to having to meet the requirements as referred to in paragraph (2) and paragraph (3) must also meet the requirements:
a. have a typically organized study programs related to the duties and functions of the ministries or non-ministry government agencies are concerned; and
B. The related sector law states that the need for education is held specifically in relation to the duties and functions of the ministry or non-ministry of the government concerned.
(5) The requirements and governance of the establishment of study programs on public colleges and private colleges are conducted under the provisions set up with the Regulation of Ministers.
Section 185
(1) The establishment of a nonformal education unit is required to obtain permission from the county/city government.
(2) Further provisions on the terms of the establishment and the order of granting of the nonformal educational unit permit are set up with the Minister ' s Rules.
BAB XIV
THE ROLE AS WELL AS SOCIETY
The Kesatu section
Common
Section 186
The public can play a role in organizing education through a variety of community components, community-based education, education council, and school/madrasah committees.
The Second Part
The function
Section 187
The role as well as the public in education serves to improve access, quality, competability, relevance, governance, and accountability of the management and hosting of education.
The Third Part
Role Components As Well As Society
Section 188
(1) The role and society include roles and individuals, groups, families, professions, employers, and community organizing in the holding and quality control of the education ministry.
(2) The role as well as the society as referred to in paragraph (1) may be the source, executor, and user of the educational results in form:
a. provisioning of educational resources;
B. hosting the education unit;
c. use of educational results;
D. supervision of the education;
e. education management oversight;
f. Consideration in decisions that affect the education stakeholders in general; and/or
G. Providing assistance or facilities to the education unit and/or the organizing of the education unit in the exercise of their function.
(3) The supervision as referred to in paragraph (2) of the d and letter e does not include an examination which is the authority of the functional supervision authority.
(4) The role as well as the public in particular in education can be channeled through:
a. the national level education board;
B. provincial level education board;
c. county-level education board/kota;
D. school committee /madrass; and/or
e. The organ representation of the educational unit.
(5) The profession organization can play a role as well as in education through:
a. Professional education quality control;
B. a given consideration of a graduate study program curriculum or a diploma of four that could potentially continue on a profession education;
c. Consideration of the relevant vocational or vocational studies program curriculum;
D. Competency level and competency level
e. the accreditation of the study program or the education unit; and/or
f. Another role relevant to his profession.
The Fourth Part
Community-Based Education
Section 189
(1) Public-based education can be implemented in formal and/or non-formal educational units in all types and types of education.
(2) The society may organize a society-based education unit on formal and/or nonformal education in accordance with the pecurariness of religion, social environment, and culture for the benefit of the public.
Section 190
(1) The curriculum of society-based education units as referred to in Article 189 meets the National Standards of Education.
(2) A society-based education unit as referred to in Article 189 may develop the curriculum according to the pecurariness of the religion or of their respective social and cultural environment.
Section 191
(1) The management and hosting of community-based education in formal and nonformal education are executed in accordance with the provisions of the laws.
(2) The organizers of a society-based education unit may develop the pattern of holding the education unit according to their respective religious or cultural social distinctiveness.
(3) Organizers of a society-based education unit may develop a pattern of management of an educational unit in accordance with the pecurariness of their respective religious or cultural social.
The Fifth Part
Education Board
Section 192
(1) The education board consists of the National Board of Education, the Provincial Education Council, and the Kabupaten/ City Board of Education.
(2) The educational council serves in improving the quality of education services by providing consideration, direction and support of power, means and infrastructure, as well as education supervision at the national, provincial, and district/city levels.
(3) The education board exercises its function independently and professionally.
(4) The educational council is tasked with establishing, analyzing, and providing a recombiner to the Minister, the governor, the bupati/mayor against complaints, advice, criticism, and the aspirations of the public towards education.
(5) The education board reports the execution of a task as referred to in paragraph (4) to the public via print, electronic, page, meeting, and/or other forms of the same type as public liability.
(6) The education board member consists of a figure who comes from:
a. education experts;
B. education organizer;
C. entrepreneurs;
D. Profession organizations;
e. education-based education-based or social-budaya; and
f. international degree of education;
G. local excellence based education; and/or
h. Social organization, social organization.
(7) The recruitment of candidates for educational board members is implemented through announcements in print, electronics, and pages.
(8) The membership of the educational board membership is 5 (five) years and can be reelected for 1 (one) times the term.
(9) Education board members may be dismissed if:
a. resigning;
B. died the world;
c. unable to execute the task due to a fixed impediation; or
D. Convicted felon for committing crimes based on a court ruling that has obtained a fixed legal force.
(10) The management of the educational board of the council is at least composed of the chairman of the board and the secretary.
(12) The education board member is gasal.
(11) The Chairman and the secretary as referred to in verse (7) are chosen from and by the members deliberating either the assemblies or through the vote.
(12) The education board ' s funding may be sourced from:
a. Government;
B. local government;
C. communities;
D. non-binding foreign aid; and/or
e. Another legitimate source.
Section 193
(1) The National Board of Education is based in the nation ' s capital.
(2) Members of the National Education Council are set by the Minister.
(3) The members of the National Board of Education are at most 15 (fifteen) people.
(4) The Minister voted and set a member of the National Board of Education on the basis of the proposal of a selection committee of the National Board of Education members formed by the Minister.
(5) The election committee as referred to in paragraph (4) proposes to the Minister the most 30 (thirty) people of the National Board of Education candidates after obtaining a proposal from:
a. class of educators professions;
B. other profession organizations; or
C. PENITENTIARY ORGANIZATION.
Section 1
(1) Provincial Education Council is located in the provincial capital.
(2) The Provincial Board of Education Councillors are set by the governor.
(3) Provincial Board of Education Councillors number at most 13 (thirteen) people.
(4) The governor voted and established a member of the Provincial Board of Education on the basis of the proposal of a selection committee member of the Provincial Board of Education set up by the governor.
(5) The election committee as referred to in verse (4) proposes to the governor of the most 26 (twenty-six) people of the Provincial Board of Education after obtaining a proposal from:
a. class of educators professions;
B. other profession organizations; or
C. PENITENTIARY ORGANIZATION.
Section 195
(1) The Regency/City Board of Education is based in the county/city capital.
(2) The District/City Board of Education Councillors are set by the bupati/mayor.
(3) Members of the District Board of Education/Cities number at most 11 (eleven) people.
(4) The Regent/mayor elees and establishes the members of the District Board of Education/City on the basis of the proposal of the selection committee of the members of the Regency/City Board of Education set up by the bupati/mayor.
(5) The election committee as referred to in paragraph (4) proposes to the regent/mayor of the most 22 (twenty-two) people of the prospective member of the Board of Education/City after obtaining a proposal from:
a. class of educators professions;
B. other profession organizations; or
C. PENITENTIARY ORGANIZATION.
The Sixth Part
School/Madrasah committee
Section 196
(1) The schools/madrasas serve in improving the quality of education by providing consideration, direction and support of power, means and infrastructure, as well as the supervision of education at the level of educational units.
(2) The school committee/madrasas exercise their function independently and professionally.
(3) School committees/madrasas pay attention to and follow up against complaints, advice, criticism, and the aspirations of the public against the unit of education.
(4) The schools/madrasas are formed for 1 (one) educational unit or joint formal education unit on primary and secondary education.
(5) The educational unit that has an educated participant is less than 200 (two hundred) people can form a joint school/madrasah committee with other types of educational units.
(6) The school committee /madrassa is based in the unit of education.
(7 school committee funding/madrassas can be sourced from:
a. Government;
B. local government;
C. communities;
D. non-binding foreign aid; and/or
e. Another legitimate source.
Section 197
(1) The members of the school committee/madrasah are at most 15 (fifteen) people, composed of elements:
a. Parent/guardian of the educated participants is at most 50% (fifty percent);
B. public figures are at most 30% (thirty percent); and
c. The relevant education expert is at most 30% (thirty percent).
(2) The membership of the school committee membership/madrasah is 3 (three) years and can be reelected for 1 (one) times the term.
(3) School committee members/madrasas can be dismissed if:
a. resigning;
B. passed away the world; or
c. unable to execute the task due to a fixed obstacle;
D. Convicted felon for committing crimes based on a court ruling that has obtained a fixed legal force.
(3) The management of the school committee/madrasah committee consists of the chairman of the committee and the secretary.
(4) The members of the school committee/madrasahs are elected by the parent/guardian meeting of the education unit.
(5) The chairman of the committee and the secretary as referred to in verse (4) are chosen from and by the members deliberating the mufakat or through the vote.
(6) Members, secretaries, and chairperson of the school committee/madrasas are set by the principal.
The Seventh Part
The ban
Section 198
The education board and/or the school/madrasah committee, both individual and collective, are prohibited:
a. sells textbooks, teaching materials, equipment supplies, uniform clothes, or uniform clothing materials in the educational unit;
B. Collect the tuition fees or lessons from the students or the parents/guardian in the education unit;
(c) The following:
D. print the integrity of the new student's acceptance selection selection directly or indirectly; and/or
e. Perform other activities that are either directly or indirectly in the integrity of the education unit.
BAB XV
SUPERVISION
Article 199.
(1) The supervision of the management and hosting of education is conducted by the Government, the local government, the education board and the school/madrasah committee.
(2) The supervision of the management and hosting of education as referred to in paragraph (1) is exercised in accordance with the provisions of the laws.
Section 200
(1) The supervision of the management and hosting of education includes the administrative and technical supervision of the educative that is exercised in accordance with the provisions of the laws.
(2) The government carries out:
a. Nationwide supervision of the management and hosting of higher education;
B. nationally supervision of the management and hosting of early child education, primary education, and secondary education that is its authority;
c. supervision of the management and hosting of Indonesian education abroad;
D. Nationally coordinated supervision of the management and hosting of education on all lines, types, and education types that are the local government's authority; and
e. oversight of the use of the State Shopping Revenue Budget by local government for education.
(3) The provincial government carries out:
a. oversight of the management and hosting of an international educational unit or for which it is established to be international.
B. supervision of the management and hosting of special education units and special services; and
c. coordinate supervision of the management and hosting of early child education, primary education, and secondary education that are the county/kota;
(5) The provincial government conducts coaching on the school ' s supervisors in carrying out oversight coordination tasks against the management and hosting of early child education, primary education, and secondary education that is the authority the government of the county or city as referred to in paragraph (3) of the letter c.
(6) The county/city government carries out oversight of the management and hosting of early child education, primary education, secondary education, and nonformal education in the region that is its authority.
Section 201
(1) (2) the Government, the provincial government, and the municipal/municipal government, in accordance with their respective authority, follow up on the complaint of the people about irregularations in the field of education in accordance with the provisions of the laws.
(3) Advanced as referred to in paragraph (1) performed in the form of clarification, verification, or investigation if:
a. The complaint is accompanied by a clear binding identity; and
B. The complainants are giving evidence of the
Section 202.
(1) The supervision as referred to in Section 199 may be performed in the form of a general examination, performance inspection, special examination, thematic check, investigative check, and/or integrated examination in accordance with the regulatory provisions It's
(2) The results of the supervision as referred to in paragraph (1) are reported to the agency or the agency in accordance with the provisions of the laws.
(3) The examination as referred to in paragraph (1) is only done by a functional supervising institute which has the authority and competency of the examination in accordance with the provisions of the laws.
Section 203
In performing clarification, verification, or investigation as referred to in Section 201 of the paragraph (2) of the Government, provincial government, and county/city governments may appoint an independent examination institution.
Section 204.
(1) The education board carries out oversight of the management and hosting of education at the national, provincial, and district/city level.
(2) The results of supervision by the National Education Council are reported to the Minister.
(3) The results of supervision by the Provincial Education Board reported to the governor.
(4) The results of supervision by the Regency/City Board of Education are reported to the regent/mayor.
Section 205
(1) The school committee/madrassa carries out oversight of the management and hosting of education at the level of the education unit.
(2) The results of the supervision by the school committee/madrasas are reported to the meeting of the parents/guardians of the educated participants held and attended by the principal/madrassa and the teachers ' board.
BAB XVI
THE SANCTION
Section 206
The government and/or local government in accordance with its authority may close the education unit and/or education program that organizes education without permission as referred to in Article 182 and Article 185 of the paragraph (1).
Section 207
Government and/or local government in accordance with its authority may provide administrative sanction of caution, incorporation, delay or cancellation of educational resources to the unit of education, freezing, unit closure. education and/or educational programs that perform an education that does not comply with the provisions as referred to in Article 51, Article 53, Section 54, Article 55, Section 57, Section 58, Section 69 of the paragraph (4), Section 71 of the paragraph (2) and paragraph (3), Section 72, Section 7. Article 81 paragraph (6), Article 95 paragraph (1) and paragraph (2), Section 122 of the paragraph (1), Section 131 of the paragraph (5), Section 5, paragraph (1), paragraph: 162 verses (2), and Article 184.
Section 208
(1) A person or group of member civitas members of a college academic civitas carrying out the academic freedom and/or autonomy of the sciences who violate the provisions as referred to in Article 91 and Section 92, are subject to administrative sanction by the leaders of the college concerned in accordance with the provisions of the laws.
(2) In the case of a college leader not wearing sanctions as referred to in paragraph (1), the Minister may wear sanctions to the violators and to officials who are not wearing sanctions as referred to in paragraph (1), in accordance with the the provisions of the laws.
(3) Colleges or units of colleges that exercise academic freedom and/or autonomy of scholarship, either deliberate or unintentional, which violate the provisions set out in Article 91 and Section 92, are subject to administrative sanction by the Government of a written reprimand, incorporation, freezing, closing, and/or revoked of its hosting permit.
(4) The Government may provide administrative sanction of a written reprimand, incorporation, freezing, and/or closure of a college that carries out a college dharma that does not comply with the provisions as set out in the Regulation. This government.
Section 209
Learners who do not carry out an obligation as referred to in Article 169 of the paragraph (1) are subject to administrative sanction of caution, suspension, and/or expulsion from the education unit by the education unit.
Section 210
An individual, group, or organization, which organizes a non-formal, involuntary, non-formal education in violation of the provisions as referred to in Article 103 to the Section 115 may be subject to administrative sanction. written reprimand, incorporation, freeze, and/or closing of the Government and/or local government.
Section 211
A remote education unit that does not meet the requirements as referred to in Article 119 of the paragraph (2), Section 122, and Section 123 are subject to administrative sanction of a written reprimand, incorporation, freeze, and/or closure by the Minister.
Section 212
(1) Educability labeling tasks and responsibilities as referred to in Section 171 (2) without any reason to be held accountable for administrative sanction in accordance with the provisions of the laws.
(2) The power of education which is the duty and/or its obligations as referred to in Article 173 of the paragraph (2) for no reason to be held accountable for administrative sanction in accordance with the provisions of the laws.
(3) Civil servants of civil servants who violate the provisions as referred to in Section 181 are subject to administrative sanction in accordance with the provisions of the laws.
(4) The education or workforce is not a civil servant in violation of the provisions as referred to in Article 175 paragraph (3) subject to sanctions pursuant to a work agreement or a joint work agreement and regulatory provisions It's
(5) The organizers of the public-held education that are referred to in Section 40 of the paragraph (3), Section 41, Section 42, Section 43, Section 43 of the paragraph (1), Section 45 of the paragraph (1), Article 46 of the paragraph (1), Section 47, and Section 48 of the paragraph (1) It is subject to administrative sanction of the first, second, and third written warning, if not being made a freeze by the Government or local government in accordance with its authority in accordance with the provisions of the laws.
(6) A person who raises, puts, moved, or laid off an educator or educational workforce in defiance of the provisions as referred to in Article 175 for no legitimate reason, subjected to administrative sanctions of a reprimand. written, delays in regular pay increases, delays in promotion of rank, exemption from office, dismissal with respect, and/or dismissal with no respect from his post.
Section 213.
(1) The educational unit that violates the provisions of the hosting of education:
a. the international degree of degree as referred to in Section 152 paragraph (1) and Section 154; or
B. Local excellence is based on Article 157 of the paragraph (2) and Article 158 of the paragraph (1);
An administrative sanction is subject to the first, second, and third written reprimand, delay or discontinuation of the subsidy until the revocation of the permit by the local government or government in accordance with its authority.
(2) The revocation of the permit as referred to in paragraph (1) is carried out after being held the longest three (three) years of coaching by the Government or the local government in accordance with its authority.
Section 214
(1) The degree of education in the territory of the Republic of Indonesia by a representative of a foreign country or an institution of foreign education that does not comply with the provisions as set forth in Article 160 and Section 161 of the paragraph (2) to the paragraph (8) The minister is sanctioned by the Minister of a written reprimand and/or closing of an education unit.
(2) Another country education unit that organizes education in cooperation with an education unit in Indonesia which is not in accordance with the provisions as referred to in Article 162 paragraph (2) and Section 163 paragraph (2) is subject to administrative sanction The written reprimand, freezing, and/or closing of the education unit by the Minister, the governor, or the regent/mayor is in accordance with its authority.
(3) Indonesian educational unit that performs cooperation with other state education units not in accordance with the provisions as referred to in Article 165 of paragraph (2), Section 166 paragraph (2), and Section 167 of paragraph (3) are subject to sanctions. The administrative is a written reprimand, freezing, and/or closing of an educational unit by the Minister, the governor, or the regent/mayor according to his authority.
Section 215
An educational unit that violates the provision of education management as referred to in Article 50, Section 52, Section 53, Section 54, Article 55 of the paragraph (1), Section 57 of the paragraph (1), and Section 58 are subject to administrative sanction of a written reprimand, the incorporation, freezing, and/or closing of the education unit by the Government or or the local government in accordance with its authority.
Section 216.
(1) The member of the education board or the school/madrasah committee that violates the provision as referred to in Article 198 is subject to administrative sanction of a written reprimand by the Government or by the local government according to its authority.
(2) The member of the education board or the school committee/madrasah who in the exercise of his duties exceeds the functions and duties of the board of education as referred to in Article 192 of the paragraph (2) and paragraph (4) as well as the function of the school committee/madrasas as contemplated in Article 196 paragraph (1) is subject to administrative sanction of a written reprimand by the Government or the local government according to its authority.
BAB XVII
THE TRANSITION PROVISION
Section 217.
The educational unit stated by its founder as an international school before the enactment of this Government Regulation, the slowest 3 (three) years since this Government Regulation applies, it is mandatory to adjust to:
a. a standard category education unit or self-governing law in accordance with the rules governing the national standard of education;
B. local excellence-based education unit;
c. international degree educational unit; or
D. the unit of education organized on the basis of the cooperation of foreign education units with the Indonesian state education unit.
Section 218
(1) Education Units organized by foreign education institutions or foreign legal entities that exist before the enactment of the Regulation of this Government are obligated to conform to an educational unit organized on the basis of unit cooperation foreign education with the Indonesian state education unit in accordance with this Government Regulation, the slowest 3 (three) years since this Government Regulation applies.
(2) Educational units organized on the basis of cooperation of foreign education institutions or foreign legal entities with educational institutions or legal entities in Indonesia that existed before the enactment of this Government Regulation, are obliged to adjust to the unit of education organized on the basis of the cooperation of foreign education units with the Indonesian state education unit in accordance with this Government Regulation, the slowest 3 (three) years since this Government Regulation applies.
Section 219:
In the event this Government Regulation is in effect, all laws related to the management and hosting of education are declared to remain in effect throughout the non-conflict and have not been replaced by the Regulation. This government.
Section 220
At the time the Government Regulation is promulred, the regulation of execution:
a. Government Regulation Number 27 of 1990 on Praschool Education (State Sheet of the Republic of Indonesia in 1990 Number 35, Additional Gazette of the Republic of Indonesia No. 3411);
B. Government Regulation Number 28 of 1990 on Basic Education (State Sheet of Indonesia Year 1990 Number 36, Additional Gazette Republic of Indonesia Number 3412); as amended by Government Regulation No. 55 of 1998 About Changes to Government Regulation 1990 Number 28 (State Gazette Indonesia Year 1998 Number 90, Additional Gazette Republic of Indonesia Number 3763);
C. Government Regulation No. 29 of 1990 on Secondary Education (State Sheet of the Republic of Indonesia in 1990 Number 37, Additional Gazette of the Republic of Indonesia No. 3413); as amended by Government Regulation Number 56 Years 1998 on Changes to Government Regulation 1990 Number 29 (State Sheet of Indonesia Year 1998 Number 91, Additional Gazette Republic of Indonesia Number 3764);
D. Government Regulation Number 72 Of 1991 On Extraordinary Education (sheet Of State Of The Republic Of Indonesia In 1991 Number 94, Additional Sheet Of State Of Indonesia Republic Number 3460);
e. Government Regulation Number 73 In 1991 On The School Of Foreign Education (sheet Of State Of The Republic Of Indonesia In 1991 Number 95, Additional Gazette Of The Republic Of Indonesia Number 3461);
f. Government Regulation No. 38 of 1992 on Education Workforce (State Gazette 1992 Number 68, Additional Gazette Republic Indonesia Number 3484) as amended by Government Regulation No. 39 of 2000. About the Changes to the Government Regulation 1992 Number 38 (State Sheet of Indonesia Year 2000 Number 91, Additional Gazette Republic of Indonesia Number 3974);
G. Government Regulation Number 39 of 1992 on Peranas and Society in National Education (State Sheet of the Republic of Indonesia Year 1992 Number 69, Additional Gazette Republic of Indonesia No. 3485);
h. Government Regulation Number 60 Of 1999 On Higher Education (State Sheet Of The Republic Of Indonesia In 1999 Number 115, Additional Sheet Of The Republic Of Indonesia Number 3859);
i. Government Regulation No. 61 of 1999 on the Redemption of the College of State as the Law Board (State Sheet of the Republic of Indonesia Year 1999 Number 116, Additional Gazette of the Republic of Indonesia Number 3860);
still remain in effect as long as not contradictory and have not been replaced under this Government Regulation.
BAB XVIII
CLOSING PROVISIONS
Section 221
At the time the Government ' s Ordinance comes into effect:
a. Government Regulation Number 27 of 1990 on Praschool Education (State Sheet of the Republic of Indonesia in 1990 Number 35, Additional Gazette of the Republic of Indonesia No. 3411);
B. Government Regulation Number 28 of 1990 on Basic Education (State Sheet of Indonesia Year 1990 Number 36, Additional Gazette Republic of Indonesia Number 3412); as amended by Government Regulation No. 55 of 1998 About Changes to Government Regulation 1990 Number 28 (State Gazette Indonesia Year 1998 Number 90, Additional Gazette Republic of Indonesia Number 3763);
C. Government Regulation No. 29 of 1990 on Secondary Education (State Sheet of the Republic of Indonesia in 1990 Number 37, Additional Gazette of the Republic of Indonesia No. 3413); as amended by Government Regulation Number 56 Years 1998 on Changes to Government Regulation 1990 Number 29 (State Sheet of Indonesia Year 1998 Number 91, Additional Gazette Republic of Indonesia Number 3764);
D. Government Regulation Number 72 Of 1991 On Extraordinary Education (sheet Of State Of The Republic Of Indonesia In 1991 Number 94, Additional Sheet Of State Of Indonesia Republic Number 3460);
e. Government Regulation Number 73 In 1991 On The School Of Foreign Education (sheet Of State Of The Republic Of Indonesia In 1991 Number 95, Additional Gazette Of The Republic Of Indonesia Number 3461);
f. Government Regulation No. 38 of 1992 on Education Workforce (State Gazette 1992 Number 68, Additional Gazette Republic Indonesia Number 3484) as amended by Government Regulation No. 39 of 2000. About the Changes to the Government Regulation 1992 Number 38 (State Sheet of Indonesia Year 2000 Number 91, Additional Gazette Republic of Indonesia Number 3974);
G. Government Regulation Number 39 of 1992 on Peranas and Society in National Education (State Sheet of the Republic of Indonesia Year 1992 Number 69, Additional Gazette Republic of Indonesia No. 3485);
h. Government Regulation Number 60 Of 1999 On Higher Education (State Sheet Of The Republic Of Indonesia In 1999 Number 115, Additional Sheet Of The Republic Of Indonesia Number 3859);
i. Government Regulation No. 61 of 1999 on the Redemption of the College of State as the Law Board (State Sheet of the Republic of Indonesia Year 1999 Number 116, Additional Gazette of the Republic of Indonesia Number 3860);
revoked and declared not valid.
Section 222.
This Government Regulation shall come into effect on the date of the promulctest.
In order for everyone to know it, order the invitational of this Government Regulation with its placement in the State Sheet of the Republic of Indonesia.
Set in Jakarta
on January 28, 2010
PRESIDENT OF THE REPUBLIC OF INDONESIA,
-DR. H. SUSILO BAMBANG YUDHOYONO
Promulgated in Jakarta
on January 28, 2010
MINISTER OF LAW AND HUMAN RIGHTS
REPUBLIC OF INDONESIA,
PATRIALIST AKBAR
