Government Regulation Number 17 Of 2010

Original Language Title: Peraturan Pemerintah Nomor 17 Tahun 2010

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Read the untranslated law here: http://peraturan.go.id/inc/view/11e44c4ea975e1708619313231353436.html

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Back COUNTRY SHEET REPUBLIC of INDONESIA No. 23, 2010 (Additional explanation in the State Gazette of the Republic of Indonesia Number 5105) GOVERNMENT REGULATION of the REPUBLIC of INDONESIA number 17 in 2010 ABOUT the MANAGEMENT and ORGANIZATION of the EDUCATION by the GRACE of GOD ALMIGHTY the PRESIDENT of the Republic of INDONESIA, Considering: that in order to implement the provisions of article 12 and paragraph (4), article 17 paragraph (3), article 18 paragraph (4), article 20 paragraph (4), article 21 paragraph (7) Article 24, paragraph (4), article 25 paragraph (4), article 26 paragraph (7), article 27 paragraph (3), article 28 paragraph (6), article 31 paragraph (4), article 32 paragraph (3), article 41 paragraph (4), article 42, paragraph (3) of article 43 paragraph (3), article 50, paragraph (7) of article 51 paragraph (3), article 52 paragraph (2), article 54, paragraph (3) of article 55 paragraph (5), article 56 paragraph (4) Article 62, paragraph (4), article 65 paragraph (5) and article 66, paragraph (3) Act No. 20 of 2003 on the national education system, the need to establish a government regulation on the management and organization of education;
Remember: 1. Article 5 paragraph (2) of the Constitution of the Republic of Indonesia in 1945;
2. Act No. 20 of 2003 on the national education system (State Gazette of the Republic of Indonesia Number 78 in 2003, an additional Sheet of the Republic of Indonesia Number 4301);
Decide: Define: GOVERNMENT REGULATIONS ABOUT The MANAGEMENT And ORGANIZATION Of Education.
CHAPTER I GENERAL PROVISIONS article 1 In this Regulation the definition: 1. Management of education is the authority in setting national education system by the Government, the Government of the province, kabupaten/kota Government, education providers, established communities, and educational units so that the educational process can take place in accordance with the national education goals.
2. Organizing the activities is the implementation of the education component of the educational system on the unit or educational programs on line, level and type of education, so that the educational process can take place in accordance with the national education goals.
3. Early childhood education is an effort of construction, addressed to children from birth up to the age of 6 (six) years which is done through the awarding of educational stimulation to help the growth and development of physical and spiritual so that children have preparedness in entering further education.
4. A kindergarten, hereinafter abbreviated as TK, is one form of early childhood education unit on the formal education which hosts educational programs for children aged four (4) years up to 6 (six) years.
5. Raudhatul Athfal, hereinafter abbreviated to RA, is one form of early childhood education unit on the formal education that organizes educational programs with the peculiarities of Islamic religion for children four (4) years up to 6 (six) years.
6. formal education is education which is structured and tiered, consisting of primary education, secondary education, and higher education.
7. Basic education is education on the level of formal education informing secondary education level, organized in units of education shaped primary school and Madrasah Ibtidaiyah or other forms of equal one unit as well as being the continuation of education at the education unit in the form of junior high school and Mts, or other forms of equal.
8. Primary school, hereinafter abbreviated SD, is a form of formal education unit that conducts public education at the basic education level.
9. Madrasah Ibtidaiyah, hereinafter abbreviated MI, is one form of the units assisted in the formal education of Ministers of Religion who organized a public education with the idiosyncrasies of the Islamic religion on the level of basic education.
10. Junior high school, hereinafter abbreviated to junior high school, is one of the forms of formal education unit organises public education at the basic education level, following on from the SD, MI, or other forms of equal or of the results of the study are recognised in the same or equivalent SD or MI.
11. Mts, hereinafter abbreviated to MTs, is one form of the units assisted in the formal education of Ministers of Religion who organized a public education with the idiosyncrasies of the Islamic religion on the level of basic education as a continuation of the SD, MI, or other forms of equal or of the results of the study are recognised in the same or equivalent SD or MI.
12. Secondary education is the level of education on the formal education which is a continuation of primary education, high school, Madrasah Aliyah, Vocational high school, and Mak or other forms of equal.
13. High school, hereinafter abbreviated high school, is one of the forms of formal education unit organises public education at the level of secondary education as a continuation of the SMP, MTs, or other forms of equal or of the results of the study recognized the same JUNIOR HIGH SCHOOL or equivalent/MTS.
14. Madrasah Aliyah, hereinafter abbreviated MA, is one of the forms of the units assisted in the formal education of Ministers of religion who organized a public education with the idiosyncrasies of the Islamic religion on the level of secondary education as a continuation of the SMP, MTs, or other forms of equal or of the results of the study are recognised in the same or equivalent of JUNIOR HIGH SCHOOL or MTS.
15. the Vocational secondary school, hereinafter abbreviated as SMK, is one form of formal education unit organises vocational education at the secondary education level, following on from junior high, MTs, or other forms of equal or of the results of the study are recognised in the same or equivalent of JUNIOR HIGH SCHOOL or MTS.
16. Mak, hereinafter abbreviated MAK, is one form of the units assisted in the formal education of Ministers of Religion who organises vocational education with the idiosyncrasies of the Islamic religion on the level of secondary education as a continuation of the SMP, MTs, or other forms of equal or of the results of the study are recognised in the same or equivalent of JUNIOR HIGH SCHOOL or MTS.
17. Higher education is the level of education on the formal education after secondary education which can be either a program of education diploma, Bachelor's, master's, specialist, and doctoral degrees, which was organized by the College.
18. the Institute is a college which organizes the education Commissioner in a number of areas of specialized knowledge.
19. High school is a college which organizes academic education and/or students within the scope of one particular discipline and if eligible can organise education profession.
20. The Institute is a college which organizes academic education and/or education in a group of students in the disciplines of science, technology, and/or art and if eligible can organise the education profession.
21. The University is the College organises academic education and/or education Commissioner in a number of science, technology, and/or art and if eligible can organise the education profession.
22. Study programs are implementing elements of the academic hosts and manages the kind of academic education, students, or profession in part or one field of science, technology, art, and/or specific sports.
23. The Department or other similar names is the set of resource supporting courses in one clump disciplines of science, technology, art, and/or sports.
24. Faculty or other similar names is the set of resources, that can be grouped according to the Department, which organizes and manages the academic education, students, clump in one profession or discipline of science, technology, art, and/or sports.
25. Education standards are minimum criteria of the education system in all regions of the Republic of Indonesia Unity State law.
26. Minimum service standard is the minimum criteria in the form of a cumulative value of fulfillment of education standards that must be met by each unit of education.
27. The curriculum is a set of plans and arrangements concerning the objectives, content, and materials, as well as ways that are used as guidelines for learning activities to achieve the goal of education.
28. the Lecturer is a professional educator and scientist at the College with the main task of transforming, developing, and disseminating knowledge, technology, and the arts through education, research, and service to the community.
29. The student is a registered learners and learning at the College.
30. Not only is akademika is a community of faculty and students at the College.
31. non-formal Education is education outside of formal education can be implemented in a structured and hierarchical.
32. the Group of non-formal education is a unit of study, consisting of a group of citizens who membelajarkan each other's experience and capabilities in order to improve the quality and standard of life.
33. community learning activity Center is a non-formal education unit organizes a variety of learning activities in accordance with the needs of the community on the basis of the initiative of, by, and for the community.
34. local advantages based education is education which was held after the National Education standards and enriched with a competitive advantage and/or comparative areas.
35. International Education is education which was held after the National Education standards and enriched with educational standards of developed countries.
36. The learning process is the interaction of learners with educators and/or learning resources in a learning environment.

37. Distance education is education that is separate from his protégé participant educators and analytical study using a variety of learning resources through communications technology, information, and other media.
38. education is a community-based organization of education based on the idiosyncrasies of the religious, social, culture, aspirations, and potential community education as the embodiment of, by, and for the community. 39. informal education is the education of the family and the environment.
40. The organization of the profession is a collection of community members who have expertise in particular that incorporated the law and non-commercial use.
41. The Board of education is an independent institution which consists of various elements of the community who care about education.
42. The Committee on school/madrasa is a self-contained institution that included parent/guardian students, the school community, as well as community leaders who care about education.
43. The Ministry is a Ministry which conducts the Affairs of Government in the field of national education. 44. The Government is the Central Government.
45. Local Government is the provincial government, County Government, or the City Government.
46. The Minister is the Minister who organized a Government Affairs in the field of national education.
CHAPTER II MANAGEMENT education Part One General article 2 management of education conducted by: a. the Government;

b. the Government of the province;

c. Government district/city;

d. Education Unit organizers founded the community; and e. the unit or educational programs.

Article 3 the management education is intended to ensure: a. the top public access educational services adequate, equitable, and affordable;
b. the quality and competitiveness of education as well as its relevance to the needs and/or the conditions of the community; and c. the effectiveness, efficiency, and accountability of the management of education.

Chapter 4 management of education based on the national policy of education in accordance with the provisions of the legislation.

The second part of the management of Education by the Government article 5 responsible Minister administers the national education system as well as formulate and/or set a national policy of education.

Article 6 (1) of the National Education Policy as stipulated in article 5 poured in: a. a long-term development plan;

b. medium-term development plan;

c. strategic plan of national education;

d. the Government's work plan;

e. work plan and the annual budget; and f. the provisions and regulations in the field of education.
(2) the national policy referred to in subsection (1) includes the implementation of national development strategies that include: a. implementation of noble moral and religious education;

b. development and implementation of competency-based curriculum;

c. the process of educating and learning dialogis;

d. evaluation, accreditation, and certification of education that empowers;

e. enhancement of keprofesionalan educators and educational personnel;

f. provision of educational learning tools;
g. Financing of education in accordance with the principle of equity and fairness; h. Organization of education open and equitable;

i. implementation of compulsory education;

j. implementation of autonomous management of education;

k. empowerment role of community;

l. pembudayaan Center and community development; and m. implementation of oversight in the system of national education.
(3) the National Education Policy as referred to in paragraph (1) and paragraph (2) is a guide for: a. the Ministry;

b. the Ministry of religion;
c. other ministries or Government agencies nonkementerian which hosts educational units; d. the Government of the province;

e. the Government of the district/city;

f. education providers established community;

g. educational program or unit;

h. the Board of education;

i. Committee on school/madrasa or other similar names;

j. learners;

k. parent/guardian learners;

b. educators and educational personnel;

m. community; and n. others associated with education in Indonesia.
(4) the Government allocate budget education so that national education systems can be implemented effectively, efficient, and accountable.
(5) the education budget Allocation as referred to in paragraph (4) consolidated by the Minister.
Article 7 the Government direct, guide, menyupervisi, oversees, coordinates, monitors, evaluates, and controls the organizers, unit, rank, path, and type of education nationally.

Article 8 (1) the Minister establishes the target level of participation in education at all levels and types of education that have to be achieved at the national level.
(2) Target the educational level of participation referred to in paragraph (1) are met through the formal and informal education.
(3) in meeting the target for the level of participation of education referred to in subsection (2), the Government gave priority to the expansion of and equitable access to education through the formal education.
Article 9 (1) the Minister establishes the target level of equitable participation of education at the national level which include: a. antarprovinsi;

b. antarkabupaten;

c. Intercity;

d. between counties and cities; and e. between men and women.
(2) the Minister establishes policies to ensure learners have access to educational services for students who are parents/guardian are not able to finance education, special education, learners and/or special area in learners.
Article 10 (1) the Minister establishes minimum service standard education in accordance with the provisions of the legislation.
(2) a standard minimum service referred to in subsection (1) are assigned respectively to: a. local governments; or b. a unit or educational programs.
(3) minimum education standard services to local governments is a requirement that must be met for initial: a. achieving target levels of participation as referred to in article 8 are gradually; and b. organise or facilitate organizing unit of education appropriate education standards gradually.
(4) the minimum service standard education for the education unit was designated as the initial requirement that must be met to achieve national standards of education gradually by applying autonomous unit of education or school-based management/madrasah.
Article 11 the Minister establish education standards in accordance with the provisions of the legislation.

Article 12 (1) the Government is doing and/or facilitate the securing of quality of education with national policy based on education and National Education Standards.
(2) in order to guarantee the quality of education as referred to in paragraph (1), the Government organizes and/or facilitating: a. accreditation of education programs;

b. accreditation of educational units;

c. certification of competence of learners;

d. certification of the competence of educators; and/or e. competence certification of produce educators.
(3) Accreditation and certification referred to in subsection (2) which is organized and/or facilitated by the Government or society is based on the national standards of education.
Article 13 (1) Governments recognize, facilitate, nurture, and protect the program and/or international education unit in accordance with the provisions of the legislation.
(2) the Government facilitates the pioneering programs and/or education unit that already or almost meet the national standards to be developed into Educational programs and/or international education unit.
(3) the Government facilitates the international accreditation program and/or educational unit referred to in subsection (1) and paragraph (2).
(4) the Government of facilitating international certification program and/or educational unit referred to in subsection (1) and paragraph (2).
Article 14 (1) the Government is conducting an ongoing coaching to learners who have the potential intelligence and/or special talents to achieve a peak achievement in science, technology, arts, sports and/or at the level of the educational unit, district/city, provincial, national, and international.
(2) to foster a competitive climate that is conducive to the achievement of the Summit's achievements as referred to in paragraph (1) the Government organizes and/or facilitating regular and tiered competitions in the field of: a. Science;

b. technology;

c. art; and/or d. sports.
(3) the Government gave awards to learners who achieve peak achievement referred to in subsection (1) and paragraph (2) in accordance with the provisions of the legislation.
(4) the provisions on the implementation of the sustainable construction as referred to in paragraph (1) and the Organization of the competition and facilitation referred to in subsection (2) subject to the regulations of the Minister.
Article 15 the Minister policy governance education to ensure efficiency, effectiveness, and accountability management education which is a guideline for: a. the Ministry;

b. the Ministry of religion;
c. other ministries or Government agencies nonkementerian deliver programs and/or educational units; d. the Government of the province;

e. the Government of the district/city;

f. education providers established community; and g. units or educational programs.

Article 16 (1) in organizing and managing system of the Ministry of national education, developing and implementing national education information system based on information technology and communications.
(2) the national education information System referred to in subsection (1) is facilitated by the national information network connected with educational information system in the Ministry or Government agency which hosted the nonkementerian education, information systems education in all provinces, and information systems education in all districts/cities.

(3) the national education information System referred to in subsection (1) and paragraph (2) provides access to information education administration and access learning resources to education units on all levels, types, and lines of education.
The third part of the management of Education by the Government of the province article 17 the Governor responsible for managing national education systems in its territory as well as to formulate and define the policy area education fit those powers.

Article 18 (1) education policies as stipulated in article 17 is the elaboration of educational policies as stipulated in article 5 and in accordance with the provisions of the legislation.
(2) the policy area of education referred to in subsection (1) is poured in: a. the long-term development plan of the province;

b. medium-term development plan of the province;

c. provincial education strategic plan;

d. provincial government work plan;

e. work plan and the annual budget of the province;

f. regional regulation in the field of education; and g. the Governor's rule in the field of education.
(3) the policy area of education referred to in subsection (1) and paragraph (2) is a guide for: a. all ranks of the provincial government;

b. the Government of the County/city in the province in question;
c. education providers who established communities in the province in question; d. the unit or program of education in the province in question;

e. the Board of education in the province in question;

f. School Committee or other similar names in the province in question;

g. the learners in the province in question;

h. parents/carers the learners in the province in question;

i. educators and educational personnel in the province in question;

j. community in the province in question; and k. any other party associated with the education in the province in question.
(4) the provincial Government allocates a budget of education so that the national education system in the province in question can be implemented effectively, efficiently, and accountable in accordance with the policy areas of education as referred to in paragraph (1), subsection (2), and subsection (3).
Article 19 the provincial government direct, guide, menyupervisi, oversees, coordinates, monitors, evaluates, and controls the organizers, unit, rank, path, and type of education in the province concerned policy areas of education as referred to in article 17.

Article 20 (1) the Governor set a target level of participation in education at all levels and types of education that have to be achieved at the provincial level.
(2) Target the educational level of participation referred to in paragraph (1) are met through the formal and informal education.
(3) in meeting the target for the level of participation of education referred to in subsection (1), the provincial Government gave priority to the expansion of and equitable access to education through the formal education.
Article 21 (1) the Governor set a target level of equitable education participation at the provincial level that includes: a. antarkabupaten;

b. Intercity;

c. between the district and the city; and d. between men and women.
(2) the Governor set policy to ensure learners have access to educational services for students who are parents/guardian are not able to finance education, special education, learners and/or special area in learners.
Article 22 the Governor carry out and co-ordinate the implementation of the minimum service standard education in accordance with the provisions of the legislation.

Article 23 (1) the provincial government do and/or facilitate the securing of the quality of education in its territory with the national policy based on education and National Education Standards.
(2) in carrying out his duties as referred to in paragraph (1), the provincial government coordinating with implementing government technical units carrying out the task of guaranteeing the quality of education.
(3) in order to guarantee the quality of education as referred to in paragraph (1), the provincial government co-ordinate and facilitate: a. accreditation of education programs;

b. accreditation of educational units;

c. certification of competence of learners;

d. certification of the competence of educators; and/or e. competence certification of produce educators.
Article 24 (1) the provincial Government organizes, acknowledge, facilitate, nurture, and protect the program and/or international education unit in accordance with the provisions of the legislation.
(2) the provincial Government organizes, acknowledge, facilitate, nurture, and protect the program and/or education unit that already or almost meet the education standards for pioneered and developed into international standard in accordance with the provisions of the legislation.
(3) the Government of the province of facilitating international accreditation program and/or educational unit referred to in subsection (1) and paragraph (2).
(4) the Government of the province of facilitating international certification program and/or educational unit referred to in subsection (1) and paragraph (2).
Article 25 (1) the provincial Government conducts ongoing coaching to learners who have the potential intelligence and/or special talents to achieve a peak achievement in science, technology, arts, sports and/or at the level of the educational unit, district/city, provincial, national, and international.
(2) to foster a competitive climate that is conducive to the achievement of the Summit's achievements as referred to in paragraph (1), the provincial Government hosted and/or facilitating regular and tiered competitions in the field of: a. Science;

b. technology;

c. art; and/or d. sports.
(3) the provincial Government gave awards to learners who achieve peak achievement referred to in subsection (1) and paragraph (2) in accordance with the provisions of the legislation.
(4) the provisions on the implementation of the sustainable construction as referred to in paragraph (1) and the Organization of the competition and facilitation referred to in subsection (2) subject to the regulations of the Governor.
Article 26 the Governor set policy governance education to ensure efficiency, effectiveness, and accountability management education which is a guideline for: a. all ranks of the provincial government;

b. the Government of the County/city in the province in question;
c. education providers who established communities in the province in question; d. the unit or program of education in the province in question;

e. the Board of education in the province in question;

f. School Committee or other similar names in the province in question;

g. the learners in the province in question;

h. parents/carers the learners in the province in question;

i. educators and educational personnel in the province in question;

j. community in the province in question; and k. any other party associated with the education in the province in question.

Article 27 (1) in organizing and managing the national education system in the region, the provincial government to develop and implement information systems education province-based information and communication technology.
(2) the information system of education of the province referred to in subsection (1) is a subsystem of the national education information system.
(3) the provincial education information system referred to in subsection (1) and paragraph (2) provides access to information education administration and access learning resources to education units on all levels, types, and the appropriate education authority of the provincial government.
The fourth part Management Education by district/city Governments of article 28 the Bupati/walikota responsible for managing national education system on its territory and formulate regional policies and assigning appropriate its education.

Article 29 (1) education policies as stipulated in article 28 is the elaboration of educational policies as stipulated in article 5 and article 17, as well as in accordance with the provisions of the legislation.
(2) the policy area of education referred to in subsection (1) is poured in: a. a long-term development plan district/city;

b. medium-term development plan of the district/city;

c. education strategic plan district/city;

d. work plan the Government district/city;

e. work plan and the annual budget of kabupaten/kota;

f. regional regulation in the field of education; and g. bupati/walikota regulations in the field of education.
(3) the policy area of education referred to in subsection (1) and paragraph (2) is a guide for: a. all ranks of government district/city;
b. education providers who established communities in the respective district/city; c. unit or educational program in kabupaten/kota in question;

d. the Board of education in the respective district/city;
e. School Committee or other similar names at the kabupaten/kota in question; f. the learners in the district/city concerned;

g. parents/guardians of students in the County/city in question;

h. educators and educational personnel in the respective district/city;

i. community in kabupaten/kota in question; and j. any other party associated with the education in the district/city.
(4) the Government is allocating a budget of kabupaten/kota education so that the national education system in the County/city in question can be implemented effectively, efficiently, and accountable in accordance with the policy areas of education as referred to in paragraph (1), subsection (2), and subsection (3).

Article 30 the Government district/city direct, guide, menyupervisi, oversees, coordinates, monitors, evaluates, and controls the organizers, unit, rank, path, and type of education in the County/city in question fits the policy area of education as referred to in article 28.

Article 31 (1) the Bupati/walikota set a target level of educational participation at all levels and types of education that have to be achieved at the level of district/city.
(2) Target the educational level of participation referred to in paragraph (1) are met through the formal and informal education.
(3) in meeting the target for the level of participation of education referred to in subsection (1), County Government/cities give priority to the expansion of and equitable access to education through the formal education.
Article 32 (1) the Bupati/walikota set a target level of Equalization of educational participation at the level of district/municipality which includes: a. antarkecamatan or other similar designation;

b. antardesa/wards or other similar designation; and c. between men and women.
(2) the Bupati/walikota assign policies to ensure learners have access to educational services for students who are parents/guardian are not able to finance education, special education, learners and/or special area in learners.
Article 33 Bupati/walikota implement and co-ordinate the implementation of the minimum service standard education in accordance with the provisions of the legislation.

Article 34 (1) district/city Governments do and/or facilitate the securing of the quality of education in its territory with the guided national policy of education, provincial education policies, and National Education Standards.
(2) in carrying out his duties as referred to in paragraph (1), kabupaten/kota Governments coordinate with technical implementing Governments that carry out the task of guaranteeing the quality of education.
(3) in order to guarantee the quality of education as referred to in paragraph (1), kabupaten/kota Governments facilitating: a. accreditation of education programs;

b. accreditation of educational units;

c. certification of competence of learners;

d. certification of the competence of educators; and/or e. competence certification of produce educators.
Article 35 (1) the Government of the district/city recognize, facilitate, nurture, and protect the program and/or international education unit and/or based on local advantages in accordance with the provisions of the legislation.
(2) implement the kabupaten/kota Governments and/or facilitate pioneering programs and/or education unit that already or almost meet the national standards to be developed into Educational programs and/or international education unit and/or the local advantages based.
(3) district/city Governments facilitate international accreditation program and/or educational unit referred to in subsection (1) and paragraph (2).
(4) the Government of the district/city of facilitating international certification program and/or educational unit referred to in subsection (1) and paragraph (2).
Article 36 (1) the Government of the district/city do ongoing coaching to learners in the regions which have potential intelligence and/or special talents to achieve a peak achievement in science, technology, arts, sports and/or at the level of the educational unit, district, district/city, provincial, national, and international.
(2) to foster a competitive climate that is conducive to the achievement of the Summit's achievements as referred to in paragraph (1), district/city government organized and/or facilitating regular and tiered competitions in the field of: a. Science;

b. technology;

c. art; and/or d. sports.
(3) District/City Government gave awards to learners who achieve peak achievement referred to in subsection (1) and paragraph (2) in accordance with the provisions of the legislation.
(4) the provisions on the implementation of the sustainable construction as referred to in paragraph (1) as well as organizing and facilitation of competition referred to in subsection (2) subject to the regulations of the Bupati/Walikota.
Article 37 Bupati/walikota assign policies governance education to ensure efficiency, effectiveness, and accountability management education which is a guideline for: a. all ranks of government district/city;
b. education providers who established communities in the respective district/city; c. unit or educational program in kabupaten/kota in question;

d. the Board of education in the respective district/city;
e. School Committee or other similar names at the kabupaten/kota in question; f. the learners in the district/city concerned;

g. parents/guardians of students in the County/city in question;

h. educators and educational personnel in the respective district/city;

i. community in kabupaten/kota in question; and j. any other party associated with the education in the district/city.
Article 38 (1) in organizing and managing the national education system in the region, district/city governments develop and implement information systems education district/city-based information and communication technology.
(2) information systems education kabupaten/kota referred to in subsection (1) is a subsystem of the national education information system.
(3) information systems education kabupaten/kota referred to in subsection (1) and paragraph (2) provides access to information education administration and access learning resources to education units on all levels, types, and the appropriate authorities of the Government education district/city.
The fifth part of managing Education by Educational units of Organizers founded the community of article 39 organizers of community education unit established responsible for managing national education systems as well as formulating and setting educational policy at the level of unit organizers.

Article 40 (1) education policies as stipulated in article 39 is the elaboration of educational policies as stipulated in article 5, article 17, and article 28, as well as in accordance with the provisions of the legislation.
(2) educational policy as referred to in paragraph (1) of the regulation the Organizer units poured in education established the community.
(3) educational policy as referred to in paragraph (1) and paragraph (2) is a guide for: a. education providers who founded the community in question;

b. unit or related education programs;
c. stakeholder representation agency unit or related education programs; d. the learners in a unit or related education programs;
e. parents/guardians of students at unit or related education programs;
f. educators and educational personnel in the unit or related education programs; and g. other parties that are bound with the unit or its related education programs.
(4) the organizers of community education unit established to allocate a budget of education so that national education systems at unit level or related education programs can be implemented effectively, efficient, and accountable.
Article 41 the organizers founded the community education unit direct, guide, menyupervisi, oversees, coordinates, monitors, evaluates, and controls the unit or related education programs in accordance with the education policies as stipulated in article 5, article 17, article 28, and/or article 39, as well as in accordance with the provisions of the legislation.

Article 42 the organizers founded the public education unit set a policy to ensure learners have access to educational services, a learner for parent/guardian are not able to finance education, special education, learners or learners in special areas.

Article 43 the organizers founded the community education unit ensure the implementation of the minimum service standard education on unit or educational program in accordance with the provisions of the legislation.

Article 44 (1) organizer of education unit founded the society doing and/or facilitate the securing of the quality of education in the unit or educational program with guided education policies as stipulated in article 5, article 17, article 28, and/or article 39, as well as national standards of education.
(2) in carrying out his duties as referred to in paragraph (1), the organizers founded the community education unit organizes the units and/or programs, early childhood education, elementary education and/or secondary education work closely with implementing government technical units carrying out the task of guaranteeing the quality of education.
(3) in order to guarantee the quality of education as referred to in paragraph (1), organizer of the education unit founded the community facilitating: a. accreditation of education programs;

b. accreditation of educational units;

c. certification of competence of learners;

d. certification of the competence of educators; and/or e. competence certification of produce educators.
Article 45 (1) organizers of community education unit established to facilitate, nurture, and protect a unit or an international educational programs and/or based on local advantages in accordance with the provisions of the legislation.
(2) education unit Organizers founded the community carry out and/or facilitate pioneering unit or education programs that are already or almost meet the education standards to be developed into a unit or an international education program and/or local advantages based.

(3) education unit Organizers founded the Community facilitates the international accreditation of educational programs or units as referred to in paragraph (1) and paragraph (2).
(4) the organizers of community education unit established to facilitate international certification on the units or programmes as referred to in paragraph (1) and paragraph (2).
Article 46 (1) organizer of education unit founded the Community facilitates ongoing coaching to learners who have the potential intelligence and/or special talents to achieve a peak achievement in science, technology, arts, sports and/or at the level of the educational unit, district, district/city, provincial, national, and international.
(2) to foster a competitive climate that is conducive to the achievement of the Summit's achievements as referred to in paragraph (1), organizer of the education unit founded the community organizing and/or facilitating regular competition in unit or educational programs in the areas of: a. Science;

b. technology;

c. art; and/or d. sports.
(3) the provisions on the implementation of the sustainable construction as referred to in paragraph (1) as well as organizing and facilitation of competition referred to in subsection (2) subject to the regulations of the educational units of the organizers founded the community.
Article 47 the organizers founded the community education unit set educational governance policies to ensure efficiency, effectiveness, and accountability management education which is a guideline for: a. Education Unit organizers founded the community concerned; b. Unit and/or educational programs;
c. stakeholder representation institution education on unit and/or educational programs; d. learner units and/or educational programs;

e. parents/guardians of students in the unit and/or educational programs;
f. educators and educational personnel in the unit and/or educational programs; and g. other parties that are bound with the units or educational programs.

Article 48 (1) in organizing and managing the national education system in the unit or the education program, the education unit organizers founded the community developing and implementing information systems education providers or educational unit, established community-based information and communication technology.
(2) information systems education providers or educational unit, established the community as referred to in subsection (1) is a subsystem of the national education information system.
(3) information systems education educational unit organizers founded the community as referred to in paragraph (1) and paragraph (2) provides access to information education administration and access learning resources to the unit and/or educational programs.
The sixth part of the management of Education by the Educational Program or Article 49 (1) of the management units or programs, early childhood education, elementary education, and secondary education is carried out based on the principle of minimum service standards-based management school/madrasa.
(2) the management of the units or programs of higher education is implemented based on the principle of autonomy, accountability, quality assurance, and transparent evaluation.
Article 50 Units or programs compulsory education are responsible for managing national education systems in the education program or unit as well as formulating and setting educational policy in accordance with those powers.

Article 51 (1) education policies as stipulated in article 50 is the elaboration of educational policies as stipulated in article 5, article 17, article 28, and/or article 39, as well as in accordance with the provisions of the legislation.
(2) educational policy as referred to in subsection (1) by the early childhood education unit, the unit of elementary education, and secondary education units poured in: a. the unit's annual work plan of education;

b. budget revenues and annual expenditures of educational units; and c. the regulation unit or educational programs.
(3) educational policy as referred to in paragraph (1), by colleges poured in: a. the long-term development plan of the College;

b. the College strategic plan;

c. the annual work plan of the College;

d. budget revenues and annual expenditures of colleges;

e. Regulation of the college leaders; and f. other college leadership rules.
(4) educational policy as referred to in paragraph (1), subsection (2), and subsection (3) binding for: a. the unit or the relevant education programs;
b. stakeholder representation unit institutions or education programmes concerned; c. the learners in the education program or unit concerned;
d. parent/guardian learners in education programs or units concerned;
e. educators and educational personnel in units or corresponding education programs; and f. the other party that is bound by the unit or educational programs is concerned.
(5) Educational Policy Unit referred to in subsection (2) is the elaboration and aligned with: a. Government policies as stipulated in article 5;

b. provincial government policies as referred to in article 17;
c. district/city government policies as stipulated in article 28; and d. the education providers policy established the community as referred to in article 39.
(6) the College Policy as referred to in paragraph (3) is the elaboration and aligned with: a. Government policies as stipulated in article 5; and b. the policy of education providers, established the community as referred to in article 39.
(7) a unit or program of education to allocate a budget of education so that the national education system in the unit and/or the corresponding educational programs can be implemented effectively, efficient, and accountable.
Article 52 Units or educational programs managing education according with education policies as stipulated in article 5, article 17, article 28, and/or article 39, as well as in accordance with the provisions of the legislation.

Article 53 Unit or educational program in accordance with its mandatory policy to ensure learners have access to educational services for students who are parents/guardian are not able to finance education, special education, learners and/or special area in learners.

Article 54 Units or programs compulsory education ensures a minimum service standards satisfy the education field.

Article 55 (1) units of a mandatory education program or do guarantee quality education based on educational policy as stipulated in article 5, article 17, article 28, and/or article 39, as well as national standards of education.
(2) in carrying out his duties as referred to in paragraph (1), unit or program, early childhood education, elementary education, secondary education or work closely with implementing government technical units carrying out the task of guaranteeing the quality of education.
(3) in order to guarantee the quality of education as referred to in paragraph (1), unit or program of education, in accordance with the provisions of the regulations, the following: a. the accreditation of educational programs;

b. accreditation of educational units;

c. certification of competence of learners;

d. certification of the competence of educators; and/or e. competence certification of produce educators.
Article 56 (1) Unit or educational programs that have been or almost meet the education standards can be initiated himself to be developed into a unit or an international education program and/or local advantages based.
(2) a unit or educational programs that have been or almost meet the national standards of education can follow accreditation and/or certification unit or educational programs.
Article 57 (1) units of a mandatory education program or perform ongoing coaching to learners who have the potential intelligence and/or special talents to achieve a peak achievement in science, technology, arts, sports and/or at the level of the educational unit, district, district/city, provincial, national, and international.
(2) to foster a competitive climate that is conducive to the achievement of the Summit's achievements as referred to in paragraph (1) the units and/or educational programs conduct regular competition in unit or educational programs in the areas of: a. Science;

b. technology;

c. art; and/or d. sports.
(3) a unit or educational program provides awards to students who achieve peak achievement in accordance with legislation.
(4) the provisions on the implementation of paragraph (1), subsection (2), and subsection (3) is set by regulation unit or educational programs.
Article 58 Units or programs compulsory education policy education governance to ensure efficiency, effectiveness, and accountability management education that bind: a. education program or unit concerned;
b. institution of representation of educational stakeholders in the education program or unit concerned; c. Unit learners or educational programs is concerned;
d. parent/guardian learners in education programs or units concerned;
e. educators and educational personnel in units or corresponding education programs; and f. the other party that is bound by the unit or educational programs is concerned.
Article 59 (1) in organizing and managing education, unit and/or educational programs develop and implement information systems education based on information technology and communications.

(2) educational information System unit or educational program referred to in subsection (1) is a subsystem of the national education information system.
(3) educational information System referred to in subsection (1) and paragraph (2) provides access to information education administration and access learning resources to educators, educational personnel, and learners.
CHAPTER III ORGANIZATION of FORMAL EDUCATION Part One General Article 60 of organization of formal education includes the following: a. early childhood education;

b. primary education;

c. secondary education; and d. in higher education.

The second part of the early childhood education Paragraph 1 the function and purpose of article 61 (1) early childhood education function build, grow, and develop the entire early childhood potential optimally so that formed the basis of ability and behavior in accordance with the stage of development in order to have the readiness to enter further education. (2) early childhood education aims to: a. establish a foundation for the development of potential learners in order to become a man of faith and piety to God Almighty, noble character, personality, healthy, learned, skilled, critical, creative, innovative, independent, confident, and be a citizen of a democratic and accountable; and b. developing potential intelligence spiritual, intellectual, emotional, social, and kinestetis learners during the growth of gold in the environment play an educative and fun.
Paragraph 2 of forms and types of Educational units of Article 62 (1) early childhood education formal education was shaped lines on TK, RA, or other forms of equal.
(2) the TK, RA, or equal to other forms referred to in subsection (1) has a learning program one (1) year or 2 (two) years.
(3) TK, RA, or equal to other forms referred to in subsection (1) may be held with SD, MI, or other forms of equal.
Paragraph 3 of article 63 Learner Acceptance learners kindergarten, RA, or other forms of equal age of four (4) years up to 6 (six) years.

Article 64 (1) acceptance of the learners in the early childhood education unit is done in an objective, transparent, and accountable.
(2) acceptance of the learners in the early childhood education unit done without discrimination unless for educational units are specifically designed to serve the students from a group of gender or religion.
(3) Decisions receipt of prospective students become learners performed independently by a Board meeting teachers led by the head of the education unit.
Article 65 (1) early childhood education Unit can receive the transfer of units learners early childhood education etc.
(2) the conditions and procedures of acceptance of learner transfer referred to in subsection (1) are governed by the respective education unit.
Paragraph 4 Learning Program Article 66 (1) PRESCHOOL Learning Program, RA, and other forms of equal is developed to prepare students entering ELEMENTARY SCHOOL, MI, or other forms of equal.
(2) study Program TK, RA, and other forms of equal is implemented in the context of play that can be grouped into: a. play in order to study religion and morals of his Majesty;

b. play in order for social learning and personality;
c. playing in order to study the orientation and introduction to knowledge and technology; d. play in order to study aesthetics; and e. physical learning in order to play, exercise, and health.
(3) all games learning as referred to in paragraph (2) was designed and organized: a. interactively, inspiring, fun, challenging, and encourage creativity and self-reliance;
b. in accordance with the stage of physical growth and mental development of the child as well as the needs and best interests of the child;
c. having regard to the difference in talents, interests, and abilities of each child;
d. by integrating the needs of the children on health, nutrition, and psychosocial stimulation; and e. having regard to the background of the economic, social, and cultural.
The second part of primary education Paragraph 1 the function and purpose of article 67 (1) education on SD/MI or other forms of equal function: a. instill and practice the values of faith, morals, and personality; b. impart and practice national values and love of the fatherland;
c. give the basics of intellectual ability in the form of capabilities and skills in reading, writing, and counting; d. introduction of science and technology;
e. train and stimulate the sensitivity and the ability to appreciate and express the beauty, subtlety, and harmony; f. Foster's interest in sports, health, and physical fitness; and g. develop physical and mental readiness to continue education to JUNIOR HIGH SCHOOL/MTs or other forms of equal. (2) education at SMP/MTs or other forms of equal function: a. develop, live, and practise the values of faith, morals, and personality that has him;
b. develop, live, and practise the national values and love of the motherland that had him; c. learn the basics of science and technology;
d. train and develop sensitivity and ability to appreciate and express the beauty, subtlety, and harmony;
e. develop their talents and abilities in the field of sports, both for health and physical fitness as well as achievements; and f. develop physical and mental readiness to continuing education to the level of secondary education and/or to live independently in the community.
(3) basic education aims to build a foundation for the development of potential learners in order to become a man who: a. faith and piety to God Almighty, noble character, and personality of the sublime; b. learned, skilled, critical, creative, and innovative;

c. healthy, independent, and confident; and d. the tolerant, sensitive social, democratic, and accountable.
Paragraph 2 of article 68 Education Unit Form (1) SD, MI, or other forms of equal consists of 6 (six) grade levels, namely class 1 (one), class 2 (two), class 3 (three), class 4 (four), 5 (five), and class 6 (six).
(2) junior, MTs, or other forms of equal consists of three (3) grade levels, i.e., grade 7 (seven), 8 (eight), and grade 9 (nine).
Paragraph 3 the acceptance of Students Article 69 (1) learners on SD/MI or other forms equal the lowest age of 6 (six) years.
(2) exceptions to the provision in paragraph (1) may be made on the basis of a written recommendation from a professional psychologist.
(3) in the event that there is no professional psychologist, recommendations may be made by the Board of teacher education unit in question, up to the limit of the power tampungnya.
(4) SD/MI or other forms of compulsory receive equal citizens aged 7 (seven) years up to 12 (twelve) years as learners up to the limit of the power tampungnya.
(5) Acceptance learners class 1 (one) SD/MI or other forms of equal is not based on the results of a test of the ability of reading, writing, and arithmetic, or other tests.
(6) the SD/MI or other forms of compulsory provides equal access for students berkelainan.
Article 70 (1) in terms of the number of candidates exceeds the capacity of learners educational unit, then the selection of learners on the SD/MI is based on the age of the prospective learners with the priorities of the most old.
(2) if the age of prospective learners as referred to in paragraph (1) are the same, then the determination of learners based on the candidate's residence distance learners who are closest to the education unit.
(3) If age and/or prospective residence distance learners with educational units as referred to in paragraph (1) and paragraph (2) are the same, then the students who register early priority.
Article 71 (1) students at JUNIOR HIGH SCHOOL/MTs or other forms that equal has already completed his education at the elementary, MI, A Package, or any other form of equal.
(2) SMP/MTs or other forms of compulsory receive equal citizens aged 13 (thirteen) years up to 15 (fifteen) years as learners up to the limit of the power tampungnya.
(3) SMP/MTs or other forms of compulsory provides equal access for students berkelainan.
Article 72 (1) SD/MI and SMP/MTs which has the number of candidates exceeds the capacity of learners is obliged to report the excess nominees learners to the kabupaten/kota Governments are concerned.
(2) the Government of kabupaten/kota is obliged to disburse excess prospective learners as referred to in paragraph (1) in units of other basic education.
Article 73 (1) students-formal and informal paths are acceptable in SD, MI, or any other form which does not equal at the beginning of class 1 (one) after the feasibilities and placement examination held by the units of formal education is concerned.
(2) students-formal and informal paths can be received in junior high, MTs, or other forms of equal since the beginning of grade 7 (seven) after passing the exam the equality Package a.
(3) students-formal and informal paths can be received in junior high, MTs, or other forms that are not equal at the beginning of class 7 (seven) after fulfilling the requirements: a. pass the test of equality of the package A; and b. the eligibility and placement examination held by the units of formal education is concerned.
(4) basic education learners SD equivalents in other countries can be moved to SD, MI, or other forms of equal in Indonesia after fulfilling the requirements of eligibility and placement examination organized by the educational unit in question.

(5) the students of basic education the equivalent of JUNIOR HIGH SCHOOL in another country can move into junior high, MTs, or other forms of equal in Indonesia after fulfilling the requirements: a. show the diplomas or other documents which prove that those concerned have completed primary education equivalent of SD; and b. the eligibility and placement examination organized by the educational unit in question.
(6) basic education learners equivalent SD that follow the system and/or educational standards of other countries is acceptable in junior high, MTs, or other forms that are equal in grade 7 (seven) after fulfilling the requirements: a. pass the test of equality of the package A; or b. may indicate diplomas or other documents which prove that the concerned have completed basic education that provides equivalent competencies of graduates of ELEMENTARY SCHOOL.
(7) the SD, MI, SMP, MTs, or other forms of equal academic adjustments provide assistance, social, mental and/or required by learners and learners berkelainan transfer of units of other formal education or other educational pathways.
(8) the Minister may cancel the decision unit education about eligibility in non-formal education referred to in subsection (3) to paragraph (6) If, after inspection by the Inspectorate-General of the Ministry of instruction Minister proved that the decision infringes the provisions of the legislation, it is not true, and/or dishonest.
Article 74 (1) receipt of learners on basic education units is done in an objective, transparent, and accountable.
(2) acceptance of the learners on basic education unit done without discrimination unless for educational units are specifically designed to serve the students from a group of gender or religion.
(3) Decisions receipt of prospective students become learners performed independently by a Board meeting teachers led by the head of the education unit.
(4) the selection acceptance of new learners in grade 7 (seven) units of the basic-level education at JUNIOR HIGH SCHOOL based on the results of the national standard of the school final examination, except for the learners as stipulated in article 73 paragraph (2) and paragraph (6).
(5) in addition to meet the conditions referred to in subsection (4), the unit of education scholastic aptitude tests can do for the selection of the new learners in receipt of grade 7 (seven).
Article 75 (1) basic education Units can accept a transfer of units learners basic education etc.
(2) a unit of education may set additional requirements and procedures for the acceptance of transfer students in addition to requirements as referred to in article 73 and article 74 and not contrary to the provisions of the legislation.
The third part of secondary education Paragraph 1 the function and purpose of article 76 (1) secondary education General function: a. enhance, living, and practise the values of faith, morals, and personality;
b. enhance, living, and practise the national values and love of the fatherland; c. study of science and technology;
d. increase the sensitivity and the ability to appreciate and express the beauty, subtlety, and harmony;
e. the talent and ability in sport, both for health and physical fitness as well as achievements; and f. enhance physical and mental readiness to continuing education to the level of higher education and/or to live independently in the community. (2) Vocational Education function: a. enhance, living, and practise the values of faith, morals, and personality;
b. enhance, living, and practise the national values and love of the fatherland;
c. equip learners with the ability of science and technology as well as vocational skills the profession in accordance with the needs of the community;
d. increase the sensitivity and the ability to appreciate and express the beauty, subtlety, and harmony;
e. the talent and ability in sport, both for health and physical fitness as well as achievements; and f. enhance physical and mental readiness to live independently in the community and/or continuing education to the level of higher education.
Article 77 secondary education aims to form the learners into the employee: a. faith and piety to God Almighty, noble character, and personality of the sublime; b. learned, skilled, critical, creative, and innovative;

c. healthy, independent, and confident; and d. the tolerant, sensitive social, democratic, and accountable.

Paragraph 2 of article 78 Education Unit Form (1) secondary education shaped high school, MA, CMS, and MAK, or other forms of equal.
(2) high school and MA consists of three (3) levels of classes, i.e. classes 10 (ten), 11 (eleven), and grade 12 (twelve).
(3) a CMS and MAK can consist of three (3) levels of classes, i.e. classes 10 (ten), 11 (eleven), and grade 12 (twelve), or consist of four (4) grade levels i.e. classes 10 (ten), 11 (eleven), class 12 (twelve), and 13 (thirteen) in accordance with the demands of the working world.
Article 79 (1) Addition on the high school, MA, or other forms of equal-shaped courses that facilitate the learning needs and competencies required learners to continue their education at a higher education level. (2) a course referred to in subsection (1) consists of: a. natural science courses;

b. social science courses;

c. language courses;

d. religious studies program; and e. other courses required of the community.
(3) provision of more about addition and courses referred to in paragraph (1) and paragraph (2) subject to the regulations of the Minister.
Article 80 (1) Addition on CMS, MAK, or other forms of equal shaped areas of study skills.
(2) any area of study skills as referred to in paragraph (1) may consist of 1 (one) or more courses of expertise.
(3) any program of study skills as referred to in paragraph (2) may consist of 1 (one) or more competency expertise. (4) the study of expertise referred to in subsection (1) consists of: a. the study of engineering and technological expertise;

b. health expertise field of study;

c. the expertise field of study arts, crafts, and tourism;

d. field of study information and communication technology skills;

e. majors in agribusiness skills and Agrotechnology;

f. to study business and management expertise; and g. other expertise fields of study that are required of the community.
(5) the provision of more about addition referred to in subsection (1) until subsection (4) is set by regulation of the Minister.
Paragraph 3 the acceptance of Students Article 81 (1) students at the high school, MA, CMS, MAK, or other forms of equal should be completed his education at junior high school, MTs, package B, or any other form of equal.
(2) students-formal and informal paths are acceptable in high school, MA, CMS, MAK, or other forms of equal since the beginning of the class 10 (ten) after passing the exam the equality Package B.
(3) students-formal and informal paths are acceptable in high school, MA, CMS, MAK, or other forms of equal after the beginning of class 10 (ten) after: a. pass the test of equality of the B Package; and b. the eligibility and placement examination held by the units of formal education is concerned.
(4) basic education learners equivalent of JUNIOR HIGH SCHOOL who followed the system and/or educational standards of other countries is acceptable in high school, MA, CMS, MAK, or other forms that are equal at the beginning of class 10 (ten) after: a. pass the test of equality of the B Package; or b. may indicate diplomas or other documents which prove that the concerned have completed basic education that provides the equivalent of JUNIOR HIGH SCHOOL graduates the competencies.
(5) the students of secondary education or HIGH SCHOOL equivalent of CMS in other countries can be moved to the high school, MA, CMS, MAK, or other forms of equal in Indonesia with the terms: a. show the diplomas or other documents which prove that those concerned have completed the equivalent of JUNIOR HIGH SCHOOL of basic education; and b. the eligibility and placement examination organized by the educational unit in question.
(6) high school, MA, CMS, MAK or other forms of compulsory provides equal access for students berkelainan.
(7) units of high school education, MA, CMS, MAK, or other forms of equal academic adjustments provide assistance, social, mental and/or required by learners and learners berkelainan transfer of units of other formal education or other educational pathways.
(8) the Minister may cancel the decision unit education about eligibility at high school, MA, CMS, MAK, or other forms of equal as referred to in paragraph (3) to paragraph (6) If, after inspection by the Inspectorate-General of the Ministry of instruction Minister proved that the decision infringes the provisions of the legislation, it is not true, and/or dishonest.
Article 82 (1) receipt of learners at a unit of secondary education is carried out in an objective, transparent, and accountable.
(2) acceptance of the learners on a unit of secondary education is carried out without any discrimination except for units of education that is specifically designed to serve the students from a group of gender or religion.
(3) Decisions receipt of prospective students become learners performed independently by a Board meeting teachers led by the head of the education unit.
(4) the selection acceptance of new learners in grade 10 (ten) on units of secondary education based on National examination results, except for the learners as referred to in section 81 subsection (2), subsection (4), and subsection (5).

(5) in addition to meet the conditions referred to in subsection (4), the unit of education scholastic aptitude tests can do for the selection of the new learners in receipt of grade 10 (ten).
(6) acceptance of new learners can be implemented on each semester for the Education Unit organizes semester credit system.
Article 83 (1) secondary education unit learners can move to: a. the same unit of the Department of education;

b. different departments on the same education unit; or c. the different departments at other education units.
(2) a unit of education may set additional requirements and procedures in addition to requirements as referred to in article 81 and article 82 and not contrary to the provisions of the legislation.
The fourth part of higher education Paragraph 1 the function and purpose of article 84 (1) developed a functioning higher education or forming ability, character, and personality of human beings through the implementation of: a. education for dharma master, implement, and disseminate the sublime values, science, technology, art, and sports;
b. dharma research to discover, develop, adopt, and/or adapt the sublime values, science, technology, art, and sports; and c. the dharma community to implement the lofty values, science, technology, art, and sports within the framework of community empowerment. (2) higher education aims a. form an employee: 1. faith and piety to God Almighty, noble character, and personality of the sublime; 2. healthy, learned, and capably;
3. critical, creative, innovative, independent, confident and entrepreneur; as well as 4. tolerant, sensitive social and environmental, democratic, and accountable.
b. produce products of science, technology, the arts, or sports that provide greater benefit to the community, the nation, the State, the human race, and the environment.
Paragraph 2 types, shapes, and educational programs of article 85 (1) of higher education can organise academic excellence, education, profession and/or education Commissioner.
(2) higher education may take the form of the Academy, Polytechnic, colleges, institutes, or universities. (3) higher education organizes programs: a. diploma in education Commissioner;
b. Bachelor's degree, Bachelor's degree and master's degree, or Bachelor's, master's, and doctoral degrees in academic education; and/or c. specialist and/or profession on the education profession.
Paragraph 3 of article 86 Admissions (1) the requirement for a student on a Bachelor or master's degree: a. have a diploma or certificate of graduation education 1 (one) level or a level of education below the upper-level recognition or obtain results through the experience of learning achievement; and b. meet the entry requirements set forth by the College in question. (2) the requirements for a student in the doctoral program: a. have a diploma or certificate of graduation education 1 (one) level or a level of education below the top level or gain recognition results achievement learning through experience or a graduate degree or diploma program of four potential intelligence and special talents; and b. meet the entry requirements set forth by the College in question. (3) the requirement for a student on the diploma program: a. have a diploma or certificate of graduation education 1 (one) level or a level of education below the upper-level recognition or obtain results through the experience of learning achievement; and b. meet the entry requirements set forth by the College in question. (4) the requirements for a student on the programme specialists and professions: a. have a diploma or certificate of graduation or diploma undergraduate education program four or top level achieves results through the experience of learning achievement; and b. meet the entry requirements set forth by the College in question.
Paragraph 4 Semester Credit System of article 87 (1) higher education organized by applying credit system a semester learning weights expressed in units of credit.
(2) the academic year is divided into two semester i.e. the semester gasal and the even semesters each consisting of fourteen (14) up to 16 (sixteen) on Sunday.
(3) among the even semester and semester gasal, universities can organise the semester between for remediation, enrichment, or acceleration.
(4) further Provisions regarding the semester between as referred to in paragraph (3) subject to the regulations of the Minister.
Article 88 (1) of the College can do to diversion of credit by way of recognising the learning outcomes acquired in other college students or non-formal education programs/units to meet the requirements of graduation courses.
(2) the College can transfer credits from a course by way of recognising learning outcomes acquired in other courses from the same College.
(3) the provisions on transfer of credit referred to in subsection (1) and paragraph (2) subject to the regulations of the Minister.
Paragraph 5 the management of Learning outside College Domicile Article 89 (1) the management of learning in College can be organized through programs of study outside the domicile of the College.
(2) the provisions on the management of learning as set forth in paragraph (1), is set in a regulation of the Minister.
Paragraph 6 Cooperation Article 90 (1) of the College can do work the same academic and/or non-academic with other colleges, businesses, or other parties, both within the country and abroad.
(2) a college cooperation as referred to in paragraph (1) aims at improving the efficiency, effectiveness, productivity, creativity, innovation, quality, and relevance of the implementation of the tri dharma universities.
(3) the College cooperation as referred to in paragraph (1) was implemented with the principle: a. national development interests;

b. appreciate quality kesetaran;

c. mutual respect;

d. result in increased quality of education;

e. sustainable; and f. consider the variety of cultures that is cross-regional, national and/or international.
(4) academic cooperation as referred to in paragraph (1) may take the form: a. education, research and community services;

b. the twinning programmes;

c. the transfer and/or credit acquisition;
d. assignment of senior lecturer as a builder in College who need coaching; e. Exchange of professors and/or students;

f. joint utilization of various resources;

g. pemagangan;

h. scientific periodical Publishing;

i. Organization of the seminar together; and/or j. other forms as deemed necessary.
(5) a non-academic cooperation as referred to in paragraph (1) may take the form: a. asset utilization;

b. Fund-raising efforts;

c. services of intellectual property rights and royalties; and/or d. other forms as deemed necessary.
(6) further Provisions regarding cooperation as referred to in subsection (1) is set in a regulation of the Minister.
Paragraph 7 of the Academic Freedom and autonomy of Science Article 91 (1) the Chairman of the College is obliged to intervene and ensure that each Member of the academic freedom and carry out academic freedom academic pulpit responsibly in accordance with provisions of laws and regulations, and grounded by ethics and norms/rules of scholarship.
(2) in carrying out academic freedom and freedom of the pulpit is academic, not every Member of Academica: a. undertakings so that the activities and the results can improve the quality of the academic colleges concerned;
b. undertakings so that the activities and the results were beneficial to the community, State, nation, and humanity;
c. personally responsible for the implementation and the results, as well as the consequences to yourself or others;
d. do it in a way that does not contradict with religious values, ethical values, and academic rules; and e. do not violate the law and do not interfere with the public interest.
(3) Academic Freedom as referred to in paragraph (1) was implemented in an attempt to explore, apply, and develop science, technology, art, and/or sport through education, research, and devotion to society as qualified and responsible.
(4) academic pulpit Freedom referred to in subsection (1) is the freedom that every Member of Academica in disseminating research results and deliver academic views through lectures, exams session, seminars, discussions, symposia, lectures, scientific publications, and other scientific meetings in accordance with scientific rules.
(5) the implementation of the freedom of the academic pulpit as referred to in paragraph (1), subsection (2), and subsection (4): a. is the responsibility of each Member of the academic society that involved;
b. the responsibility of the College, or the organizational unit in the College, in college or the organizational unit officially involved in its implementation; and c. in accordance with the provisions of the legislation, and is based on the ethics and norms/rules of scholarship.
(6) Academic Freedom and freedom of the academic pulpit used by colleges to: a. protect and defend their intellectual property rights;
b. protect and sustain wealth and diversity of natural, biological, social, and cultural nation and the State of Indonesia;
c. Add and/or improve the quality of the intellectual property of the nation and State of Indonesia; and d. strengthen the competitiveness of the nation and the country of Indonesia.
(7) Academic Freedom and freedom of the academic pulpit referred to in paragraph (1) to paragraph (6) was carried out in accordance with the autonomy of the College.
Article 92

(1) the Chairman of the College is obliged to intervene and ensure that each Member of the academic scientific autonomy in carrying out the responsibility in accordance with the provisions of the regulations and is based on the ethics and norms/rules of scholarship.
(2) scientific Autonomy referred to in subsection (1) is not only the freedom of academic independence and a branch of the science, technology, art, and/or the inherent distinctiveness of the sport/uniqueness of the science, technology, art, and/or sport in question, in discovering, developing, reveal, and/or maintaining the truth according to rule keilmuannya to ensure the sustainability of the development of science, technology, art, and/or sports.
Paragraph 8 Research Article 93 (1) universities, institutes, and high school mandatory carrying out basic research, applied research, research development, and/or industry research.
(2) mandatory polytechnic colleges and carry out applied research, research development, and/or industry research.
(3) the research referred to in subsection (1) and paragraph (2) was carried out to: a. finding and/or finding novelty content of science, technology, art, and/or sports; and/or b. a restart test theories, concepts, principles, procedures, methods, and/or models that have become the content of science, technology, art, and/or sports.
(4) research activities referred to in paragraph (1) and paragraph (3) was carried out by professors and/or students by obeying the rules/norms and academic ethics in accordance with the principle of academic autonomy.
(5) the research referred to in subsection (4) must be published in a scientific periodical in the country accredited or international scientific periodical of the Ministry acknowledged.
(6) the results of the research done by professors to meet the mandatory study of the dharma diseminarkan and published in the periodical scientific accredited or recognized.
(7) the results of the College was recognized as a new invention after the scientific periodical published in a recognized accredited Ministry and/or obtain the rights to intellectual property.
(8) the results of the research carried out by college professors used to enrich learning material on the relevant subjects.
Article 94 (1) colleges, faculties, research institutes, courses, study centre, or similar institution may publish the periodical scientific.
(2) the periodical scientific as referred to in paragraph (1) contains the article the results of research.
(3) the research referred to in subsection (2) may include research results the empirical or theoretical research results.
(4) scientific periodical referred to in subsection (1) are written in the language of Indonesia and/or official languages of the United Nations.
(5) the scientific periodical referred to in subsection (1) is published in the printed and electronically via a network of information and communication technology.
(6) further Provisions regarding the periodical scientific as referred to in paragraph (1) to paragraph (5) subject to the regulations of the Minister.
Paragraph 9 community Article 95 (1) carry out a College community.
(2) the implementation of the community as referred to in paragraph (1) was carried out by not only is akademika individually and in groups to apply the results of education and/or research results in community empowerment efforts, the development of industry, services, and areas as well as towards the education for development, development and/or sustainable development.
(3) the results of the community as referred to in paragraph (1) and paragraph (2) is used for the enrichment of teaching and research.
(4) the community as referred to in paragraph (1) to paragraph (3) was carried out in accordance with the autonomy of the College.
Paragraph 10 Guarantee the quality of the results of the Study of article 96 (1) of the College perform a quality assurance education as accountability to stakeholders.
(2) the implementation of quality assurance by the College aims to meet and/or exceed national standards of education in order to be able to develop the quality of education.
(3) Quality Assurance is carried out internally by the College and externally periodically by the national accreditation agency for college or other independent institution authorized by the Minister.
(4) the results of the external evaluation of study programmes at regular intervals as referred to in paragraph (3) is used as material for the construction of courses by the Minister.
(5) the provisions on the Organization of the internal and external quality assurance as referred to in paragraph (3) and paragraph (4) subject to the regulations of the Minister.
Paragraph 11 of the curriculum of article 97 (1) of the College Curriculum developed and implemented competency-based.
(2) the curriculum unit level education for every colleges courses developed and determined by each College by reference to national standards of education.
(3) the competence referred to in paragraph (1) of at least fulfill the curriculum elements are as follows: a. the grounding personality;

b. mastery of the science, technology, art, and/or sports;

c. the ability and skill work;
d. attitudes and behaviours in the work according to skill levels based on knowledge and skills possessed;
e. mastery of ones social rules in accordance with the options expertise in work.
Paragraph 12 Degree Graduates of higher education Article 98 (1) Graduate students in academic, education, profession, or specialists, are entitled to use the academic degree, Bachelor degree, students in the profession, or a specialist. (2) degree for graduate academic excellence consists of: a. the scholar, written on the back of a name with a letter listing the s. and followed by the initials course or field of study;
b. magister, written on the back of a name with cite the letter m. and followed by the initials course or field of study; and c. the doctorate, written in front of the name of the eligible lists abbreviations Dr. (3) Title for the education of students consists of: a. expert pratama to graduate diploma program one, written on the back of a name with lists abbreviations and initials followed by A.P. course or field of expertise;
b. young experts for a graduate diploma program two, written behind the name that has the right lists abbreviations A.Ma. and followed by the initials course or field of expertise;
c. associate experts for a graduate diploma program, which is written on the back of the name abbreviation lists A.Md eligible. and followed by the initials course or field of expertise; and d. the applied science degree for diploma program of four, written behind the name that has the right lists abbreviations and initials followed by S.S.T. course or field of expertise.
(4) degree for graduates education profession written in front of or behind the names of the eligible lists the acronym field of profession.
(5) degree for graduates education specialists are written behind the name that has the right lists the abbreviation SP. and followed by the acronym field of specialty.
(6) further Provisions regarding the title referred to in subsection (2) to paragraph (5) subject to the regulations of the Minister.
Article 99 (1) inclusion of degree college graduates abroad continue to use appropriate title abbreviation and the placement of the prevailing in the country of origin.
(2) the Minister establishes the equivalence of foreign college diplomas with a diploma and degree College Indonesia.
CHAPTER IV ORGANIZATION of NON-FORMAL EDUCATION Section I General Article 100 (1) Organizing non-formal education includes organizing unit of education and non-formal education programme.
(2) the Organization of non-formal education units as referred to in subsection (1) includes the following units: a. Education Institute courses and training institutions;

b. study groups;

c. activity center learning community;

d. Assembly taklim; and e. early childhood education-formal paths.
(3) the Organization of non-formal education programme as referred to in subsection (1) include the following: a. education life skills;

b. early childhood education;

c. youth education;

d. education of women's empowerment;

e. Education Literacy;

f. education skills and job training; g. education and equality.
Article 101-formal education Results can be appreciated on a par with the results of a formal educational program.

The second part of the function and purpose of article 102 (1) non-formal Education function: a. as a substitute, enhancer, and/or to complement formal education or as an alternative to education; and b. developing potential learners with an emphasis on mastery of functional knowledge and skills, as well as the development of professional attitudes and personality in order to support lifelong education.
(2) non-formal Education aims to form human beings having life skills, functional skills, professional demeanor and personality, and develop an independent entrepreneurial soul, as well as the competence to work in a particular field, and/or continuing education to a higher level in order to realize the goals of national education.
(3) non-formal Education is organized based on the principle of, by, and for the community.
The third part 1 Paragraph Education units of the institutions courses and training institutions to article 103 (1) embaga courses and training institutions as well as other similar forms of organized education for the citizens of the community to: a. obtain skills life skills;

b. develop professional attitudes and personality;

c. prepare to work;


d. improving the competence of Polytechnic;

e. prepare to seek independent; and/or f. continuing education to a higher level. (2) the institution organizes courses program: a. education life skills;

b. youth education;

c. education empowerment of women;

d. literacy education;

e. education job skills;

f. education equality; and/or g. other necessary informal education community.
(3) training institutions organizes job training programs and other training to increase job competencies for job seekers and workers.
(4) Institutions courses and training institution accredited by the National Accrediting Agency for Education-formal and/or other accrediting agencies can organise competence to learners in accordance with the provisions of the legislation.
(5) the institution of a course and training institutions as referred to in paragraph (4) provide a certificate of competence to learners who pass a test of competence.
(6) students who have completed the learning activities in the Institute's courses and training institutions can take the test of equality of outcome study with formal education in accordance with the provisions of the legislation.
(7) the students who are qualified and/or pass the test of equivalence as referred to in paragraph (6) obtain the diploma pursuant to that race.
Paragraph 2 of article 104 group learning (1) study groups and other similar forms can organise education for the citizens of the community to: a. acquire knowledge and basic skills;

b. obtain skills life skills;

c. develop professional attitudes and personality;

d. prepare to seek independent; and/or e. continuing education to a higher level. (2) study groups can deliver programs: a. literacy education;

b. education equality;

c. life skills education;

e. education empowerment of women; and/or f. other necessary informal education community.
(3) students who have completed the learning activities in the study groups can take the test of equality of outcome study with formal education in accordance with the provisions of the legislation.
(4) students who have completed the learning activities in the study groups and/or pass the test of equality of results of the study referred to in paragraph (3) gain diplomas in accordance with a program to follow.
Paragraph 3 Community Learning Activity Center Article 105 (1) Center for community learning activities as well as other similar forms can organise education for the citizens of the community to: a. acquire knowledge and skills;

b. obtain skills life skills;

c. develop professional attitudes and personality;

d. prepare to seek independent; and/or e. continuing education to a higher level. (2) Community Learning Center organizes program: a. early childhood education;

b. Education Literacy;

c. education equality;

d. education of women's empowerment;

e. life skills education;

f. youth education;

g. education job skills; and/or non-formal education h. other necessary community.
(3) a Community Learning Center is accredited by the National Accrediting Agency may organize Informal Education competence to learners in accordance with the provisions of the legislation.
(4) the Community Learning Center is accredited by the National Accrediting Agency for Education-formal certificate of competence to learners who passed competency tests referred to in subsection (3).
(5) students who have completed the learning activities in the center of the learning activities the public can take the test to get the recognition of the equivalence of the learning results with formal education in accordance with national standards of education.
(6) students who are qualified and/or pass the test of equality of outcome study with formal education referred to in subsection (5) gain diplomas in accordance with a program to follow.
Paragraph 4 the Assembly Taklim Article 106 (1) of the Assembly of taklim or other similar forms can organise education for the citizens of the community to: a. acquire knowledge and skills;

b. obtain skills life skills;

c. develop professional attitudes and personality;

d. prepare to seek independent; and/or e. continuing education to a higher level.
(2) the Assembly of taklim or other similar forms can deliver programs: a. Islamic religious education;

b. early childhood education;

c. Education Literacy;

d. education equality;

e. life skills education;

f. education empowerment of women;

g. education of youth; and/or non-formal education h. other necessary community.
(3) students who have completed the learning activities in the taklim or other similar forms can take the test of equality of outcome study with formal education in accordance with the provisions of the legislation.
(4) students who are qualified and/or pass the test of equality of outcome study with formal education referred to in subsection (3) gain diplomas in accordance with a program to follow.
Paragraph 5 early childhood education-formal Lines of article 107 (1) early childhood education in non-formal education path shaped playgroup, children, child care and early childhood education unit of its kind.
(2) a group of plays, children's daycare, and early childhood education unit of its kind organized education in the context of: a. play while learning in order to study religions and noble ahlak;

b. play while learning in the framework of social learning and personality;

c. playing while learning in order to study aesthetics;
d. play while learning in order to study physical, health, and sports; and e. to play while learning in order to stimulate interest in science and technology.
(3) the learners group play, children, child care and early childhood education-formal education similar lines can be evaluated without its development through processes that are testing the competence.
The third part Education Program life skills Education Paragraph 1 of article 108 (1) life skills Education is an educational program that prepares learners education-formal skills with personal, social, aesthetic proficiency skills, intellectual prowess, kinestetis skills, and skills necessary for working Polytechnic, trying, and/or independent living in the community.
(2) life skills Education aims to improve social skills, personal skills, aesthetic proficiency, proficiency in intellectual prowess, kinestetis and Polytechnic prowess to prepare learners to work, try, and/or independent living in the community.
(3) life skills Education can be implemented non-formal education program integrates with others or individually.
(4) life skills Education can be implemented by non-formal educational institutions cooperate with institutions of formal education.
(5) life skills Education can be implemented with integrated program of placing graduates in the workforce, both inside and outside the country.
Paragraph 2 early childhood education Article 109 (1) early childhood education formal education path is a program organized flexibly based on stage of growth and development of the child.
(2) early childhood education programme lines referred to informal education at subsection (1), the function menumbuhkembangkan and build the entire potential of children from birth up to the age of 6 (six) years so formed the basic capabilities and behavior in accordance with the stage of development in order to enter the child's readiness for further education.
(3) educational programs of early childhood education-formal paths referred to in paragraph (2), prioritizing educational services to children from birth up to the age of four (4) years. (4) educational programs of early childhood education-formal line aims to: a. establish a foundation for the development of potential learners in order to become a man of faith and piety to God Almighty, noble character, personality, healthy, learned, skilled, critical, creative, innovative, independent, confident, and be a citizen of a democratic and accountable; and b. developing potential intelligence spiritual, intellectual, emotional, aesthetic, social, and kinestetis learners during the growth of gold in the environment play an educative and fun.
(5) educational programs of early childhood education-formal lines designed and held: a. interactively, inspiring, fun, challenging, and encourage creativity and self-reliance;
b. in accordance with the stage of physical growth and mental development of the child as well as the needs and best interests of the child;
c. having regard to the difference in talents, interests, and abilities of each child; and d. by integrating the needs of the children on health, nutrition, and psychosocial stimulation.
(6) the development of early childhood education programs educational path colloquial as mentioned on paragraph (4) is based on: a. the principles of play while learning and learn while playing;
b. noticed a difference talents, interests, and abilities of each student;
c. pay attention to social background, economics, and culture learners; and d. pay attention to the conditions and needs of the local community.

(7) Grouping learners to educational programs in early childhood education-formal educational line is adapted to needs, age, and child development.
(8) Conducting programs of early childhood education-formal education path can be integrated with other programs already developed in the community in an effort to expand early childhood education services to all walks of life.
Paragraph 3 of article 110 Youth Education (1) Youth Education is education which is organized to prepare a cadre of leaders of the nation.
(2) the Youth Education Program serves to develop the potential of youth with an emphasis on: a. reinforcement of the values of the faith, devotion, morals and noble;

b. strengthening of national insight and love of the fatherland;

c. penumbuhkembangan, personality, ethics and aesthetics;
d. increased insight and capabilities in science, technology, art, and/or sports;
e. growth of entrepreneurial attitudes, leadership, example, and pioneering; and f. Polytechnic skills improvement.
(3) Youth Education Program provides educational services to the citizens of the community aged between 16 (sixteen) years up to thirty (30) years.
(4) Youth Education may take the form of training and guidance or the like held by: a. religious organizations;

b. Organization of youth;

c. Organization of scouting/scouting;

d. Organization of the Red Cross;

e. Organization of the lovers of nature and the environment;

f. Organization of entrepreneurship;

g. community organizations;

h. organisation art and sports; and i. other similar organizations.
Paragraph 4 Education empowerment of women Article 111 (1) women's empowerment Education is education to enhance the dignity and the dignity of women.
(2) educational programs empowering women serve to improve gender equality and justice in the lives of family, community, nation and State through: a. an increase in faith, devotion, morals and noble;

b. strengthening of national insight and love of the fatherland;

c. penumbuhkembangan, personality, ethics and aesthetics;
d. increased insight and ability in the field of science, technology, art, and/or sports;
e. growth of entrepreneurial attitudes, leadership, example, and pioneering; and f. Polytechnic skills improvement. (3) education of women's empowerment aimed at: a. improve the position, dignity, and the dignity of women to equality with men;
b. improving access and participation of women in education, employment, business, social roles, the role of politics, and other forms of charity in life;
c. prevent the occurrence of violations of human rights that are attached to a female.
(4) provision of further education regarding women's empowerment as referred to in paragraph (1) and paragraph (2) subject to the regulations of the Minister.
Literacy Education paragraph 5 Article 112 (1) Literacy Education is education for illiterate citizens Latin so that they can read, write, count, speak Indonesia and knowledgeable base, which provides opportunities for self actualisation of potential.
(2) Educational literacy functions provide the ability of basic reading, writing, arithmetic, and communicate in the language of Indonesia, as well as the basic knowledge to learners that can be used in everyday life.
(3) the literacy education Program provides educational services to the local people of the age of 15 (fifteen) years and above who are not yet able to read, write, count and/or communicate in bahasa Indonesia.
(4) education of basic literacy education covers literacy, literacy education, advanced education and literacy.
(5) Quality Assurance end education literacy competency test is done through literacy.
(6) the students who have passed the literacy competence as referred to in paragraph (5) be given a literacy certificate.
(7) Educational literacy can be implemented is integrated with life skills education.
Paragraph 6 of education skills and Training Work of article 113 (1) of the education skills and job training is intended for learners or job seekers who are already working.
(2) the education skills and job training as referred to in paragraph (1) was carried out to: a. improve the motivation and work ethic;

b. develop a personality that matches the type of work the learners;
c. raise insight into aspects of the environment in accordance with the needs of the job;
d. improve functional skills in accordance with the demands and needs of the job;
e. improving the ability to build networks of the Association in accordance with the demands of the job; and f. enhance other capabilities in accordance with the demands of the job.
(3) the ability of a functional skills as referred to in paragraph (1) covers the managerial skills of the Polytechnic, skills, communication skills, and/or social skills.
(4) Educational skills and job training can be implemented is integrated with: a. education program life skills;

b. equality education program Package B and C;

c. educational programs empowering women; and/or youth education program d..
Paragraph 7 Education Equality Article 114 (1) of the education equality is non-formal education program that organizes public education equivalent to SD/MI, SMP/MTs, and SMA/MA measurements package A, Package B, and C as well as the vocational equivalent of SMK/MAK-shaped Package C Vocational.
(2) education equality serves as a non-formal educational services at the level of primary and secondary education.
(3) programme Package with learners are community members who meet the conditions of the compulsory education equivalent to SD/MI through non-formal education path.
(4) programme Package B learners are community members who meet the conditions of the compulsory education equivalent of SMP/MTs through non-formal education path.
(5) programme Package B as referred to in paragraph (4) to equip learners with functional skills, attitude and personality of professionals who facilitate the process of adaptation with the work environment.
(6) the requirements of the program Package B is passed the SD/MI, A Package program, or equal.
(7) the learners program Package C is a member of the public who attended general secondary education through the formal.
(8) programme Package C learners Vocational is a member of public who attended vocational secondary education through the formal education.
(9) programme Package C as referred to in paragraph (7) to equip learners with the academic ability and functional skills, as well as professional attitude and personality.
(10) programme Package C Vocational as mentioned on paragraph (8) to equip learners with the academic ability, functional skills, vocational skills and paraprofesi, as well as professional attitude and personality.
(11) the requirements of the following package and package C C is the Vocational pass JUNIOR/MTs, package B or equal. (12) educational equality Program can be implemented is integrated with: a. education program life skills;

b. educational programs empowering women; and/or c. educational program youth.
A Fifth part Educational Results of article 115 (1) the results of non-formal education can be appreciated on a par with the results of formal education after going through the test of equality of National Education standards by the agency appointed by the Government or local government authority in accordance, respectively, and in accordance with the provisions of the legislation.
(2) the test of equivalence as referred to in subsection (1) for Package A, Package B, Package C, and the C Package Program was implemented by the Agency for Vocational education standards.
(3) the test of equivalence as referred to in paragraph (1) life skills program to be implemented in order to: a. obtain the recognition of equivalence with the competence of students in subjects at the secondary education level; or b. obtain the recognition of equivalence with the competence of students in courses at higher education level.
(4) the test of equivalence as referred to in paragraph (3) the letter a can be implemented by CMS or MAK least accredited national accreditation Entity B of school/Madrasa.
(5) the test of equivalence as referred to in paragraph (1) letter b can be implemented by a college through the lowest vokasinya courses accredited national accreditation Body of the College.
(6) the students who passed the test of equivalence as referred to in paragraph (4) and paragraph (5) was given a certificate of competence.
(7) the provisions on equality test referred to in subsection (1) until subsection (6) is set by regulation of the Minister.
Chapter V ORGANIZATION of INFORMAL EDUCATION Article 116 informal education is carried out by the family and the environment in the form of learning activities independently.

Article 117 (1) results of the informal education can be appreciated on a par with the results of non-formal and formal education after going through the test of equality of National Education standards by the agency appointed by the Government or local government authority in accordance, respectively, and in accordance with the provisions of the legislation. (2) the test of equivalence as referred to in subsection (1) is carried out through: a. equality Tests that apply to non-formal education learners as set forth in article 115; and b. the equality Test is controlled by a regulation of the Minister for the results of other informal education that is outside the scope of the provision in article 115.
CHAPTER VI ORGANIZATION of DISTANCE EDUCATION Chapter 118

(1) distance education aimed at enhancing equitable access to education and extension, as well as improving the quality and relevance of education.
(2) distance education referred to in subsection (1) has the characteristics of an open, independent study, study thoroughly, using information and communication technology education, and/or other educational technology.
Article 119 (1) distance education can be organized on all lines, level, and type of education.
(2) Conducting distance education referred to in subsection (1) is carried out in accordance with National Education Standards: a. use the learning mode of learners with separate pendidiknya;
b. Stressing the principle of studying independently, structured, and social interactions using a variety of learning resources;
c. make learning media as learning resources that are more dominant than educators;
d. replace face-to-face learning with interaction-based learning, information and communication technology, though still allows the existence of limited face-to-face learning.
(3) provide distance education services information and communication technology-based activities to: a. the preparation of learning materials;

b. duplication and distribution of learning materials;
c. the process of learning through tutorials, practice, teaching, and exams; and d. Administration and registration.
(4) distance education-based service that provides information and communication technology as referred to in paragraph (3) was carried out without prejudice to face-to-face services.
Article 120 (1) of organizing distance education can be organized in a single mode, dual, or consortium.
(2) Organizing single-mode distance education as referred to in paragraph (1) of the education unit-shaped which hosts educational programs with just the remote mode.
(3) Organizing dual mode as intended in paragraph (1) of the education unit-shaped which hosts educational programs either face-to-face or remotely.
(4) Organizing mode of the Consortium referred to in subsection (1)-shaped networks of cooperation organization of distance education education units with cross-scope of the national territory and/or internationally.
(5) the organizational structure of the unit is determined based on distance education mode, coverage, and management systems are applied.
Article 121 (1) distance education can be organized with the scope of the subjects or courses, study programs, or educational unit.
(2) distance education with the scope of the subjects or courses referred to in paragraph (1) was implemented on 1 (one) or more subjects or subjects within one (1) course of study.
(3) scope of distance education courses as referred to in paragraph (1) was carried out in 1 (one) or more courses completely in 1 (one) unit of education.
(4) distance education with the scope of the educational unit referred to in subsection (1) is an organization of distance education as a whole on 1 (one) unit of education.
Article 122 (1) organizers of the units of distance education management system and develop the mandatory system-based learning, information and communication technology.
(2) the base of information and communication technology in the management system referred to in subsection (1) at least the following: a. program planning and budget;

b. financial administration;

c. academic administasi;

d. Administration of learners; and e. administrative personnel.
(3) information and communication technology Base on distance learning system for primary and secondary education level at least includes: a. a means of learning;

b. competence of educators;

c. learning resource;

d. the process of learning; and e. student assessment;
(4) information and communication technology Base on distance learning system in higher education of at least level include: a. means of learning;

b. competence of the lecturers;

c. competence of produce educators;

d. competence of students;

e. learning resources;

f. the learning process;

g. process research;

h. the process of devotion to the community; and i. student assessment.
Article 123 (1) Guarantee the quality of distance education at the primary and secondary education unit is done with based on: a. education standards;

b. the provisions of the national examination;

c. provision of accreditation; and d. information technology-based learning systems and communication as stipulated in article 122 paragraph (3).
(2) Quality Assurance as referred to in paragraph (1) was carried out in accordance with the characteristics of distance education.
Article 124 (1) Guarantee the quality of distance education at the College include: a. quality assurance as set forth in article 96; and b. quality assurance to ensure that technology-based learning, information and communication as referred to in section 122 subsection (4) are met.
(2) Quality Assurance as referred to in paragraph (1) was carried out in accordance with the characteristics of distance education.
Article 125 (1) distance education on the informal education for the citizens of the community can be made through: a. the broadcasting of television and radio;

b. serving film and video;

c. installation of internet sites;

d. publication of the print media;

e. delivery information via mobile phone; and f. other forms of disseminating information to the public in accordance with the provisions of the legislation.
(2) distance education on the informal education as referred to in paragraph (1) was held with full responsibility and consider the possibility of a negative impact on the morality of society.
Article 126 further Provisions about the Organization of distance education as referred to in article 118 up to Article 124 set by regulation of the Minister.

CHAPTER VII the ORGANIZATION of SPECIAL EDUCATION and SPECIAL EDUCATION SERVICE is considered Part of the General Article 127 special education is education for learners who have difficulty in following the learning process because the disorders are physical, emotional, mental, social, and/or have the potential of intelligence and talent.

Article 128 special services Education is education for learners in remote areas or underdeveloped, remote indigenous communities, and/or experiencing natural disasters, social disaster, and could not afford in terms of economy.

The second part of Paragraph 1 special education special education for Learners Berkelainan Article 129 (1) special education for learners berkelainan function provides educational services for students who have difficulties in following the process of learning because of an abnormality of mental, emotional, physical, intellectual, and/or social.
(2) special education for learners berkelainan aims to develop learners potentials optimally according to his ability. (3) learners berkelainan consists of students who are visually impaired: a.;

b. deaf;

c. tunawicara;

d. mental retardation;

e. tunadaksa;

f. tunalaras;

g. berkesulitan study;

h. slow learning;

i. autistic;

j. motor impaired;
k. being victims of the abuse of narcotics, illegal drugs, and other addictive substances; and b. have another disorder.
(4) the disorder as referred to in paragraph (3) may also form a composite of two or more types of abnormalities, called tunaganda.
Article 130 (1) special education for learners berkelainan can be held on all of the lines and the kind of education at primary and secondary level education.
(2) the Organization of special education can be done via special education units, units of general education, vocational education, and/or religious education units.
(3) the provisions on special education programs in special education units, units of general education, vocational education, and/or religious education units as referred to in subsection (2) subject to the regulations of the Minister.
Article 131 (1) Provincial Government organizes at least 1 (one) unit of education specific to each type of abnormality and level of education as a model in accordance with the needs of the learners.
(2) the Government of the district/city warrant this special education in general education units and units of the vocational education in accordance with the needs of the learners.
(3) the granting of special education are invited, as referred to in paragraph (2) was conducted by assigning at least 1 (one) unit of general education and 1 (one) unit of vocational education which provides special education.
(4) in special education this guarantee as referred to in paragraph (3), the County Government/City provides educational resources related to the needs of learners berkelainan. (5) the College is obligated to provide access for students berkelainan.
(6) the provincial government helped the availability of educational resources related to the needs of learners berkelainan as referred to in paragraph (4).
(7) the Government help the availability of educational resources related to the needs of learners berkelainan on special education as referred to in paragraph (1), subsection (4), subsection (5) and paragraph (6) on all lines, level, and type of education.
Article 132 special education for berkelainan students on the path to formal organized through early childhood education unit, the unit of elementary education, and secondary education unit.

Article 133 (1) units of a formal special education for students berkelainan to early childhood education kindergarten-shaped or other designations for units of similar education and equal.

(2) a unit of special education for the students of basic education level in berkelainan consists of: a. primary school outstanding or other designations for units of similar education and equal; and b. Middle School outstanding or other designations for units of similar education and equal.
(3) a unit of special education for learners berkelainan on level of secondary education is a remarkable high school, vocational high school outstanding, or other designation for units of similar education and equal.
(4) the Organization of special education units can be implemented in an integrated educational antarjenjang and/or antarjenis disorders.
(5) special education for berkelainan students can be organized by education on the formal education.
Paragraph 2 special education for learners who have the potential intelligence and/or Special Talent of article 134 (1) special education for learners who have the potential intelligence and/or talents of exceptional function of developing potential advantages into real achievements of learners in accordance with the special characteristics.
(2) special education for learners who have the potential intelligence and/or special talent aims to actualize the whole potential of a distinction without neglecting the development of the balance of spiritual intelligence, intellectual, emotional, social, aesthetic, kinesthetic, and other intelligence.
Article 135 (1) special education for learners who have the potential intelligence and/or special talents can be organized in units of formal education of KINDERGARTEN/RA, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or other forms of equal.
(2) Special Education Program for students who have the potential intelligence and/or special talents can be: a. acceleration program; and/or a. enrichment program.
(3) acceleration of the Program referred to in subsection (2) is performed with the requirements: a. the learners have the potential intelligence and/or special talent as measured by psychological test;
a. students have higher academic performance and/or special talents in the arts and/or sports; and b. the unit education providers have been or almost meet the education standards.
(4) the acceleration of the Program referred to in subsection (3) can be done by applying a system of credit in accordance with the provisions of the legislation.
(5) Organization of special education programs for students who have the potential intelligence and/or special talent as referred to in paragraph (2) may be made in the form of: a. regular classes;

b. special classes; or c. a unit of special education.
Article 136 the provincial Government conducts at least 1 (one) unit of special education for learners who have the potential intelligence and/or special talent.

Article 137 special education for learners who have the potential intelligence and/or special talents can be organized by education on the formal education.

Article 138 further Provisions concerning the Organization of special education as stipulated in article 129 article 137 to set by regulation of the Minister.

The third part of the Special Services Education Article 139 (1) education special services function delivers educational services to learners in the areas of: a. remote or underdeveloped;

b. remote indigenous communities;

c. who have experienced natural disasters;

d. who experience social disasters; and/or e. who cannot afford in terms of economy.
(2) education special services aimed at providing access to education for learners so that the right to obtain education are met.
Article 140 (1) education special services can be organized on the formal education, non-formal, and informal.
(2) special services on line Education formal education is organized by means of adjusting the time, place and infrastructure of learning, educators, educational personnel, and/or other learning resources with the condition of the difficulties learners.
Article 141 the Government and/or regional Governments in accordance with their respective authority organises education special services.

Article 142 Conditions more about organizing special education services as stipulated in article 139 to 141 with article is controlled by a regulation of the Minister.

CHAPTER VIII INTERNATIONAL EDUCATION UNIT Article 143 international education Unit is the unit of education that meets national standards of education and enriched with educational standards of developed countries.

Article 144 (1) District/City Government conducts at least one (1) international standard SD and/or facilitate the Organization of at least one (1) international standard SD organized society.
(2) in the case of the provisions referred to in subsection (1) may not be met, then the Government district/municipality organizes at least one (1) SD developed into an international education unit.
(3) Conducting education on ELEMENTARY that developed into an international education unit referred to in subsection (2) may be exercised partially according to groups of study or subjects.
(4) the Organization of education as referred to in paragraph (3) meets the international standard of quality assurance SD which is set by the Minister.
(5) the development of SD into international education unit carried out the longest 7 (seven) years.
(6) the Government of the district/city help and facilitate the holding of the SD international standard or international standard stub that was held by the public as referred to in paragraph (1).
Article 145 (1) provincial Governments facilitate and help organizing an international ELEMENTARY SCHOOL in the district/city. (2) Facilitation and assistance referred to in subsection (1) include the following: a. investment and infrastructure funding;

b. funding of operational costs;

c. provision of educators and educational personnel; and d. the Organization of supervision and quality assurance international standard SD or developed into an international organized by district/city governments.
Article 146 (1) Provincial Government organizes at least one (1) junior high school, one high school, and one (1) of THIS international standard and/or facilitating the holding of at least 1 (one) junior high school, one high school, and one (1) international standard CMS organized societies in each kabupaten/kota.
(2) in the case of the provisions referred to in subsection (1) have yet to be met, the provincial Government conducts at least one (1) junior high school, one high school, and one (1) CMS developed into an international education unit.
(3) the Organization of an international education stub as mentioned in subsection (2) may be exercised partially according to groups of study or subjects.
(4) the Organization of education as referred to in paragraph (3) meet the quality assurance guidelines for junior high, high school, and THIS international standard set by the Minister.
(5) the development of junior high, high school, VOCATIONAL SCHOOL and became an international education unit carried out the longest 6 (six) years.
(6) the Government of the district/city can help organizing the junior high, high school, and an international CMS or developed into an international education unit.
Article 147 (1) provincial government plan needs, lifting, placing, mutating, give well-being, rewards, provide protection, doing coaching and development, and lay off educators and educational civil servant personnel in elementary, junior high, high school, and an international CMS or developed into an international educational unit organized by the provincial government.
(2) mutations of produce educators educators and civil servants on international SD or developed into an international education unit became the authority provincial government.
(3) the appointment, dismissal, and/or transfer teachers civil servant education unit at the junior high, high school, and the CMS is being developed into an international education unit or already being an international authority of the provincial government.
(4) education unit head Mutation civil servant at an international education unit or developed into an international education unit must be permission from the Ministry.
(5) the provincial government may assign the educator civil servant at an international education unit or developed into an international educational units organized society.
Article 148 (1) the Government can help the Organization of an international or education unit that developed into an international education unit.
(2) the Government may terminate assistance to international education unit or developed into an international education unit that failed to become an international education unit within the time limit referred to in Section 144 subsection (5) and section 146 subsection (5).
Article 149 Government can organise an international school/madrasah or developed into an international education unit.

Article 150 Provisions more about development and holding of an international unit of education as stipulated in article 144 up to Article 148 set in the regulation of the Minister.


Article 151 the Government organizes at least one (1) course and/or one (1) College and/or facilitate at least one (1) course and/or one (1) College organized the community to be developed into courses and/or international universities.

Article 152 (1) units of primary and secondary education which developed into an international educational quality assurance performs in accordance with the quality assurance of schools/madrasah international standard set by the Minister.
(2) the Government, the Government of the province, kabupaten/kota Government, or community can establish schools/madrasah new international standard with the requirements need to be fulfilled: a. education standards since the school/madrasa stand; and quality assurance Guidelines b. school/madrasa international standard set by the Minister since school/madrasa stand.
Article 153 (1) of the Government, local government, or society can organise special education unit and the unit or non-formal education programs of international standard.
(2) further Provisions regarding special education unit and the unit or non-formal education programme international standard as referred to in subsection (1) is controlled by a regulation of the Minister.
Article 154 the organizers and education units are prohibited from using the word for the name of the unit of international education, programs, classes, and/or subjects except getting the assignment or the permission of the competent authority issuing the determination or permit the Organization of an international education unit.

CHAPTER IX EDUCATION UNIT-BASED LOCAL ADVANTAGES Article 155 local advantages based Education Unit is the unit of education that meets national standards of education and enriched with a competitive advantage and/or comparative areas.

Article 156 (1) of the Government district/municipality manages and organizes at least 1 (one) unit of education at primary and secondary level education based local advantages.
(2) Government district/municipality facilitated the Organization of a unit of local advantages based on the educational level of primary and secondary education organized society.
Article 157 (1) of the local Advantages as stipulated in article 156 developed based on competitive advantage and/or comparative areas in the field of art, tourism, agriculture, marine, industrial, and other fields.
(2) units of primary and secondary education which developed into a local excellence-based should be enriched with the charge of vocational education related to the potential economic, social and/or local culture which is a competitive advantage and/or comparative areas.
Article 158 (1) units of primary and secondary education which developed into units of excellence of the local-based education do guarantee the quality of education in accordance with the quality assurance of schools or madrasah-based local advantages which are set by the Minister.
(2) the Government, the Government of the province, kabupaten/kota Government, or society can establish a new school/madrasa-based excellence with local requirements meet: a. education standards since the school/madrasa stand; and quality assurance Guidelines b. school/madrasa-based local excellence set by Ministers since school/madrasa stand.
Article 159 (1) of the Government, local government, or society can organise informal education program or unit-based local advantages.
(2) further Provisions concerning non-formal education programme or unit-based local advantages referred to in subsection (1) is controlled by a regulation of the Minister.
CHAPTER X CONDUCTING EDUCATION by REPRESENTATIVES of FOREIGN COUNTRIES and COOPERATION with FOREIGN EDUCATIONAL UNITS the UNITS of the INDONESIAN STATE EDUCATION is considered Part of organizing Education by representatives of foreign countries of article 160 (1) representatives of foreign States in the territory of a unitary State of Republic Indonesia can organise a unit of education for its citizens in accordance with the education system in her country over the approval of the Government of the Republic of Indonesia.
(2) a unit of education referred to in subsection (1) are prohibited from accepting Indonesia citizen learners.
The second part of foreign education institutions Cooperation with units of the 1st paragraph of Indonesia Education Partnership Organization of Education Article 161 (1) an accredited foreign institution or recognized in his country can organize education in the territory of a unitary State of Republic Indonesia.
(2) the Organization of education as referred to in paragraph (1) mandatory implemented works closely with educational institutions in Indonesia at the level of a course or unit of education.
(3) the Organization of education referred to in subsection (1) must be carried out on the condition that: a. the Minister's license;

b. follow national standards of education;
c. the national examination for students elementary and secondary education of citizens of Indonesia; d. follow the accreditation by the national accreditation body; and e. comply with the provisions of the legislation.
(4) the Organization of education as referred to in paragraph (1) and paragraph (2) in early childhood education and primary and secondary education level, is working with a unit of education in Indonesia which is accredited with or equivalent national accreditation Bodies of school/Madrasa or national accreditation Bodies of non-formal Education of its suit.
(5) Organization of education as referred to in paragraph (1) and paragraph (2) at the level of higher education cooperating with universities in Indonesia which has a related course of study accredited with or equivalent national accreditation Bodies from the College or from the national accreditation body of Education-formal suit those powers.
(6) the ownership of foreign institutions in the educational programs or units held together as intended in paragraph (1) to paragraph (5) be carried out in accordance with the provisions of the legislation.
(7) educational programs or units held together as intended in paragraph (1) to paragraph (5) is obligated to include at least 30% (thirty per cent) of educators Indonesia citizen.
(8) the education programs or units held together as intended in paragraph (1) to paragraph (5) the compulsory inclusion of at least 80% (eighty percent) of produce educators citizen of Indonesia.
(9) educational programs or units that are held together in a particular area is controlled by a regulation of the Minister.
Article 162 (1) educational programs or units held together as stipulated in article 161 paragraph (2) is a program or an international education unit or unit of local advantages based education.
(2) a Program or unit of education referred to in subsection (1) is required to apply a system of equitable remuneration for all educators and educational personnel.
Article 163 (1) educational programs or units held together as stipulated in article 161 can use the education system in force in other countries.
(2) the use of the education systems of other countries referred to in paragraph (1) is obligated to obtain permission from the Minister.
(3) in the case of use of the education systems of other countries referred to in paragraph (1) is related to the disciplines of religion, the Minister gave permission after consideration of the Minister of religious affairs.
Paragraph 2 of the Education Management Cooperation Article 164 (1) early childhood education Unit and the units of primary and secondary education Indonesia can cooperate in the academic field with units of foreign education in the management of education.
(2) courses, study centers, research institutes, institutions of the community, faculty, or other work unit at the College of Indonesia to cooperate in the field of academic and/or non-academic work units with some kind of foreign in the management of college education. (3) cooperation as referred to in paragraph (1) and paragraph (2) aims: a. improving the quality of education;

b. extending network partnership; and/or c. organizes the education unit or course-based or international standard of excellence. (5) academic cooperation as referred to in paragraph (1)-shaped: a. exchanges of educators and/or educational personnel;

b. Exchange of learners;

c. utilization of resources;

d. Organization of the twinning programmes;

e. organizing extracurricular activities; and/or f. cooperation deemed necessary. (6) the academic cooperation as referred to in paragraph (2) shaped: a. exchanges of educators and/or educational personnel;

b. Exchange of learners;

c. utilization of resources;

d. organizing scientific meetings;

e. conducting program activities acquisition of credit;

f. Organization of credit transfer program;

g. conducting twin studies program;

h. Organization of the dual degree courses;

i. organizing courses stack layers;

j. conducting research programs;

k. Organization of community programs; and/or;

b. other cooperation as deemed necessary.
Article 165 (1) cooperation with colleges abroad as stipulated in article 164 subsection (5) the letter g and h are implemented by the Indonesia higher education courses accredited with the National Accreditation Board of higher education.
(2) a college study Program abroad who work with courses in Indonesia as referred to in subsection (1) must be accredited or recognized in his country.
Article 166 (1) non-academic cooperation as stipulated in article 164 subsection (2) may take the form: a. Management contract;

b. utilization of assets;

c. fundraising;


d. Division of services and royalties over intellectual property rights; and/or e. any other cooperation in accordance with the provisions of the legislation.
(2) a non-academic cooperation as referred to in paragraph (1) may only be carried out by the College already has a permit from the Ministry of establishment.
Article 167 (1) non-formal education units in Indonesia can establish academic cooperation and/or non-academic educational institutions with other countries.
(2) non-formal education unit cooperation as referred to in paragraph (1) aims to improve the quality of education and/or expand its network of partnerships to the benefit of non-formal education units.
(3) cooperation as referred to in paragraph (1) may only be performed by a unit of education is accredited by the accreditation body of non-formal Education-formal licensed establishment in accordance with the provisions of the legislation.
(4) the provisions concerning the implementation of further forms of cooperation education referred to in subsection (1) is controlled by a regulation of the Minister.
Article 168 the Minister may cancel the cooperation management and organization of education as referred to in article 161 to 167 with article paragraph (1), subsection (2), and subsection (3) If, after inspection by the Inspectorate-General of the Ministry over the instructions of the Minister, violate the provisions of the legislation.

CHAPTER XI LIABILITY LEARNERS Article 169 (1) students shall be obliged to: a. follow the learning process according the regulations unit of education with respect to academic and ethical norms;
b. run the worship in accordance with the religion adhered and respecting the exercise of worship to other learners; c. respect for educators and educational personnel;

d. maintain harmony and peace to realize social harmony;
e. love of family, community, nation, and State, as well as care for fellow learners; f. love and preserving the environment;
g. opt in keeping and maintaining the infrastructure and facilities, cleanliness, security, and public order unit of education;
h. join the keep and maintain facilities and infrastructure, hygiene, security and public order;
i. bear the costs of the management and organization of education, except for those exempted from obligations; j. maintain authority and good name of the concerned education unit; and c. comply with all regulations.
(2) the obligation referred to in subsection (1) is carried out under the guidance and example of educators and educational personnel, as well as conditioning against learners.
(3) the provisions on the liability of the learners as referred to in paragraph (1) are governed by the respective education unit.
CHAPTER XII EDUCATORS and EDUCATIONAL POWER Part One General Article 170 educators and educational personnel in units and educational program is executing and supporting the Organization of education.

The second type, duties, and Responsibilities of article 171 (1) of produce educators Educators is qualified as a teacher, lecturer, counselor, teachers learn, widyaiswara, tutors, instructors, facilitators, and other designations in accordance with his, as well as participate in organized education.
(2) it Educators as referred to in paragraph (1) has a duty and responsibility as follows: a. teachers as professional educators to educate, teach, guide, direct, train, assess, and evaluate learners in the early childhood education path of formal education, elementary education, and secondary education;
b. a professional educator as a lecturer and scientist transforming, developing, and disseminating knowledge, technology, and the arts through education, research, and service to the community, at the level of higher education;
c. professional educators as counselors provide counseling services to students in the educational unit at the level of basic education, secondary education, and higher education;
d. teachers learn as professional educators to educate, guide, instruct, train, assess, and evaluate learners, and to develop a model program of learning, learning tools, and management of learning in non-formal education path;
e. widyaiswara as professional educators to educate, teach, and train students in educational programs and training prajabatan and/or in the position held by the Government and/or regional Governments;
f. a professional educator as the tutors provide help learning to learners in distance learning and/or learning face-to-face educational unit on formal and informal trails;
g. instructors as professional educators providing technical training to students on the course and/or training;
h. facilitator as professional educators to train and assess on vocational education and training;
i. early childhood education teachers as a professional educator, parenting guide, train, assess early childhood development group play, child care and other forms of non-formal education on track similar;
j. Special supervising teacher as professional educators Guide, teach, assess, and evaluate learners berkelainan on units of general education, vocational education unit, and/or religious education unit; and k. nara technical resources as professional educators to train specific skills for learners on education equality.
Article 172 (1) Educators should have an academic qualification and competence in accordance with the provisions of the legislation.
(2) the academic qualification and competence of teachers and professors on the units formal education must be in accordance with the provisions of the legislation.
(3) the academic qualification and competence of educators in addition to teachers and professors are regulated by ministerial regulation.
(4) academic qualification and competence of educators on the formal education is regulated by regulation of the Minister.
Article 173 (1) of produce educators in addition to educators as stipulated in article 171 Unit Manager include education, overseer, supervisors, researchers, developers, energy, energy laboratory, library technicians learning resources, administration personnel, psychologists, social workers, therapists, energy cleanliness and safety, as well as power as another of the unit's work on education.
(2) Educational Personnel as referred to in paragraph (1) has a duty and responsibility as follows: a. Education Unit Manager manages a unit of education on the formal education or informal;
b. overseer monitoring, assessment, and non-formal education units on coaching;
c. supervisory monitoring, assessment, and coaching on the units formal early childhood education, elementary education, and secondary education;
d. the researchers doing research in the field of education on the units of early childhood education, elementary education, secondary education, and higher education, as well as non-formal education;
e. developer or perekayasa conduct an engineering or development in the field of education on the units of early childhood education, elementary education, secondary education, and higher education, as well as non-formal education;
f. power library implementing the management of libraries in educational units;
g. laboratory personnel help educators manage the practical activities of the laboratory unit of education;
h. learning resource technicians prepare, maintain, fix the infrastructure of learning in educational units;
i. personnel administration conducts administrative services unit on education;
j. psychologists providing services help psychological-pedagogical to learners and educators in special education and early childhood education;
k. education social workers provide assistance services-sociological pedagogical to learners and educators in special education or special education services;
b. the therapist providing services kinesiologis-physiological relief to learners in special education; and d. the cleanliness and security of the personnel providing the service of environmental hygiene and safety education unit.
The third part of adoption, placement, transfer, and dismissal of Article 174 (1) of the Government plan needs of educators and educational personnel who meet the education standards in educational units nationally.
(2) the local government in accordance with its planning needs of educators and educational personnel who meet the education standards based on planning requirements as referred to in paragraph (1).
Article 175 (1) adoption, placement, transfer, and dismissal of produce educators and educators in educational units organized by the Government or local authorities is carried out in accordance with the provisions of the legislation.
(2) adoption, placement, transfer, and dismissal of educators and educational effort by the Government and local authorities is carried out in the framework of the expansion of and equitable access to education as well as increased competitiveness, quality, and relevance of education.
(3) adoption, placement, transfer, and dismissal of produce educators and educators in educational units organized by the society conducted by education providers who founded a society based on agreement and in accordance with the provisions of the legislation.
Part four Coaching careers, promotions, awards and Career Coaching 1 Paragraph Article 176 (1) of the Government to develop and establish a pattern of coaching career educators and educational personnel in accordance with the provisions of the legislation.
(2) the Government and/or local authorities obliged to do coaching career educators and educational personnel in accordance with the pattern of a coaching career as referred to in paragraph (1).

(3) established a community education providers obligatory coaching career educators and educational personnel in units of the home education in accordance with the pattern of a coaching career as referred to in paragraph (1).
(4) Coaching career educators are implemented in the form of increased academic qualification and/or competence as an agent of learning with reference to the national standards of education.
(5) the coaching career of produce educators are implemented in the form of improved academic qualifications and/or competencies managerial and/or technical as produce educators with reference to the national standards of education.
Paragraph 2 of article 177 Award promotion and promotion of and respect for educators and educational personnel is done based on educational background, experience, ability, work and achievements in the field of education.

Article 178 (1) promotions for educators and educational personnel as referred to in article 177 is given in the form of promotion/classes, hikes, and/or other forms of promotion which was carried out in accordance with the provisions of the legislation.
(3) promotions for educators and educational personnel is not a civil servant on a unit of education organized by the society carried out in accordance with the articles of Association and bylaws as well as provision of education providers and regulations.
Article 179 (1) awards for educators and educational personnel as referred to in article 177 is given by: a. the President or the Minister at the national level and/or international;

b. the Governor at the provincial level;

c. the bupati/walikota at the level of district/city;

d. camat kecamatan on the level;

e. head of villages at the level of villages; and f. the educational unit leader at the unit level of education.
(2) awards for educators and educational personnel can be given by the community and professional organizations at the international level, national, provincial, kabupaten/kota, kecamatan, village/kelurahan, and/or unit level education.
(3) the award referred to in subsection (1) and paragraph (2) is given in accordance with the provisions of the legislation, in the form of: a. sign services;

b. promotion;

c. Charter;

d. money; and/or other forms of e. award.
Article 180 (1) the Government and the local Government gave awards to educators and/or produce educators dedicated to serve in remote areas or underdeveloped areas with remote indigenous communities, the conditions of the border areas with other countries, a region that is experiencing natural disasters, social catastrophes, lagging areas, or areas that are in other emergencies.
(2) the Government gave awards to educators and/or produce educators who managed to write a textbook lessons and/or find new learning technologies quality assessment, according to the Ministry.
(3) the Government gave awards to educators and/or educational personnel who produce quality research according to the assessment of the Ministry.
(4) Educators or educational personnel who perform duties in the fall received an award from the Government, local authorities, and/or the organizer of educational units in accordance with the provisions of the legislation.
The fourth part of the prohibition of article 181 educators and educational power, either individual or collective, it is prohibited: a. sell textbooks, learning materials, equipment, materials, or materials uniforms uniform in units of education;
b. charge in providing tutoring or tutoring to students in educational units;
c. do everything directly or indirectly injure the integrity of student assessment learners; and/or d. do levy to learners both directly and indirectly, contrary to the provisions of the legislation.
CHAPTER XIII the ERECTION UNIT EDUCATION Section 182 (1) establishment of programs or units education formal early childhood education, primary education, secondary education, higher education and compulsory license the Government or local authorities in accordance with those powers.
(2) Permit the establishment referred to in subsection (1) for kindergarten, elementary school, junior high, high school, and VOCATIONAL SCHOOL, which meets the minimum service standard up to national standards of education, provided by Regent/Mayor.
(3) Permit the development of elementary, junior high, high school, and VOCATIONAL SCHOOL, which meets national standards of education became a unit and/or an international education program administered by the Minister.
(4) Permits the development of elementary, junior high, high school, and VOCATIONAL SCHOOL, which meets national standards of education into the unit and/or educational program based on local advantages, given by the bupati/walikota.
(5) Permits the establishment referred to in subsection (1) for special education unit at the level of primary and secondary education provided by the Governor.
(6) the establishment Permit referred to in subsection (1) for RA, MI, MA, MTs, MAK, and religious education was issued by Minister of religious affairs.
(7) Permits the development of RA, MI, MA, MTs, MAK, and religious education into the unit and/or international education program or the local advantages based issued by Minister of religious affairs.
(8) the establishment Permit referred to in subsection (1) for courses at the public universities were given by the Minister.
(9) an establishment Permit referred to in subsection (1) for a course of study at a religious College was given by Minister of religious affairs.
(10) establishment Permit referred to in subsection (1) for Indonesia education units abroad is given by the Minister.
(11) further Provisions on the procedures for the granting of the permit unit of formal education referred to in subsection (1) until subsection (10) is set by regulation of the Minister.
Article 183 (1) the Government can organize a unit and/or an international education program to suit your needs.
(2) Permits the establishment of unit and/or an international education program referred to in subsection (1) is given by the Minister.
Article 184 (1) of the conditions of establishment of formal education unit includes educational content, the number and the qualifications of educators and educational personnel and infrastructure of education, financing of education, the system of evaluation and certification, as well as the management and the educational process.
(2) the conditions referred to in subsection (1) based on provisions in national standards of education.
(3) in addition to requirements as referred to in paragraph (1) the establishment of an educational unit must attach: a. the results of the feasibility study about the prospect of the establishment of formal education units in terms of spatial, geographical, ecological, and;
b. results of a feasibility study about the prospect of the establishment of formal education unit in terms of the prospect of registrants, financial, social, and culture;
c. data regarding equalization between the number of units of formal education with a school-age population in the region;
d. data on estimated distance education unit is proposed between the cluster units of similar formal education;
e. data regarding the capacity of the capacity and the scope of the coverage of units of similar existing formal education; and f. the estimated data about financing for the continuity of education for at least one (1) of the next academic year.
(4) the units of higher education held by other ministries or Government agencies, other nonkementerian must meet the requirements as referred to in paragraph (2) and paragraph (3) must also meet the requirements of: a. have the courses organised specifically related to the duties and functions of the Ministry or Government agency concerned nonkementerian; and b. the existence of sector-related legislation that States need organized education diadakannnya is typically related to the duties and functions of the Ministry or Government agency nonkementerian question.
(5) the requirements and procedures for the establishment of courses in universities and private colleges are conducted based on conditions set by regulation of the Minister.
Article 185 (1) establishment of formal education unit is obligated to obtain permission from the Government district/city.
(2) further Provisions regarding the establishment of the terms and procedures of granting permission set with the informal educational units of the Ministerial Regulation.
CHAPTER XIV is considered part of the COMMUNITY AS WELL AS the ROLE of the General Chapter 186 public can participate in the Organization of the education through the various components of society, community-based education, Civic Council, and the Committee on school/madrasa.

The second part of article 187 of the role and Function of the community in the education function improve the access, quality, competitiveness, relevance, governance, and accountability of the management and organization of education.

The third component is the role of the community Article 188 (1) Role and the public include the role of individuals, groups, families, organizations, entrepreneurs, and civic organizations in organizing and controlling the quality of educational services.
(2) the role of the community as referred to in paragraph (1) may be the source of, implementing, and users of educational outcomes in the form of: a. the provision of educational resources;

b. Organization of the educational units;

c. use of the results of education;

d. supervision of the Organization of education;

e. supervision of the management of education;
f. granting of consideration in decisions that have an impact on the stakeholders of education in General; and/or g. granting assistance or facilities to a unit of education and/or educational unit in running the organizers function.
(3) Supervision as referred to in paragraph (2) letter d and the letter e does not include examination of the supervisory authority is the authority that became functional.

(4) the role of the community in particular in education can be routed through: a. National Board of education;

b. Provincial Board of education;

c. Board of education district/city level;

d. Committee on school/madrasah; and/or e. organ stakeholder representation units of education. (5) professional organizations can participate in education through: a. quality control education profession;
b. consideration of granting bachelor study program curriculum or diploma four graduates could potentially continue on the education profession;
c. the granting of consideration of the curriculum of vocational courses or the relevant Commissioner;
d. competence and competency certification executed by units of education; e. accreditation of a course or unit of education; and/or f. other relevant role with keprofesiannya.
The fourth part of community-based Education Article 189 (1) community-based Education can be implemented on units of formal education and/or informal at all levels and types of education.
(2) the community can organize the units of community-based education on formal education and/or colloquial in accordance with the specificity of religion, social, and cultural environment for the benefit of the community.
Article 190 (1) Curriculum units of community-based education as stipulated in article 189 meet education standards.
(2) units of community-based education as stipulated in article 189 may develop a curriculum in accordance with the specificity of religion or social and cultural environment of each.
Article 191 (1) the management and organization of the units of community-based education in formal and non-formal education is carried out in accordance with the provisions of the legislation.
(2) the organizers of community-based education units may develop a pattern of conduct of the educational unit in accordance with religious or socio-cultural peculiarities of each.
(3) the units of community-based education Providers can develop educational units management pattern in accordance with religious or socio-cultural peculiarities of each.
Part five Board of education Article 192 (1) the Board of education consists of the National Board of education, Board of education and the Board of education of the province, Kabupaten/Kota.
(2) the Board of education function in increasing the quality of educational services by providing a landing and considerations, support personnel and infrastructure, as well as the supervision of education at the national level, provincial, and district/city. (3) the Board of education running its functions independently and professionally.
(4) the Board of education is in charge of gather, analyze, and deliver the rekomondasi to the Minister, the Governor, bupati/walikota against complaints, suggestions, criticism, and aspirations of the community to education.
(5) a Board of education report on the implementation of the tasks referred to in paragraph (4) to the community through print, electronic media, page, meetings, and/or another form of public accountability as a type. (6) a member of the Board of education consists of the character comes from: a. education experts;

b. education providers;

c. employers;

d. professional organizations;

e. education-based religious or socio-cultural particularities; and f. an international education;

g. education based local advantages; and/or h. social organization.
(7) member Board of education candidate Recruitment is conducted through announcements in print, electronic, and page.
(8) the term of the membership of the Board of education is 5 (five) years and can be re-elected for one term. (9) a member of the Board of education can be dismissed if: a. resigned;

b. dies;

c. cannot perform the task because it was unable to keep it; or d. a criminal sentenced for committing a crime a crime based on a court decision has acquired legal force anyway.
(10) the order of the Management Board of education consists of at least the Chairman and the Secretary of the Board. (12) a member of the Board of education totaled gasal.
(11) the Chairman and the Secretary referred to in subsection (7) are elected from and by the members of any consensus or conversationally through voting. (12) the Board of Education Funding can be sourced from: a. the Government;

b. the Government of the region;

c. community;

d. foreign assistance are not binding; and/or e. another source of legitimate.
Article 193 (1) the Board of national education based in the nation's capital.

(2) a member of the National Board of education set by the Minister.
(3) a member of the National Board of education amounts to at most 15 (fifteen).
(4) the Minister selects and assign a member of the National Board of education on the basis of a proposal from the Election Committee members of the National Board of education set up by the Minister.
(5) the Election Committee as referred to in paragraph (4) propose to the Minister most number of thirty (30) members of the National Board of education after getting a proposal from: a. professional organizations of educators;

b. other professional organizations; or c. 's civic organizations.
Article 194 (1) of the provincial Board of education based in the provincial capital.

(2) a member of the Provincial Board of education set by the Governor.
(3) a member of the Board of education of the province totaled at most 13 (thirteen).
(4) the Governor choose and assign a member of the Board of education of the province on the basis of a proposal from the Election Committee members of the Board of education of the province formed by the Governor.
(5) the Election Committee as referred to in paragraph (4) propose to the Governor at most 26 (twenty-six) the members of the Board of education of the province after getting a proposal from: a. professional organizations of educators;

b. other professional organizations; or c. 's civic organizations.
Article 195 (1) the Board of education district/city based in the capital of kabupaten/kota.

(2) a member of the Board of education district/city established by the bupati/walikota.
(3) a member of the Board of education district/municipality numbered at most 11 (eleven) persons.
(4) the Bupati/walikota to select and assign a member of the Board of education district/municipality on the basis of a proposal from the Election Committee members of the Board of education district/municipality formed by the bupati/walikota.
(5) the Election Committee as referred to in paragraph (4) propose to the bupati/walikota at most 22 (twenty two) members of the Board of education district/city after getting a proposal from: a. professional organizations of educators;

b. other professional organizations; or c. 's civic organizations.
The Sixth Committee on school/Madrasah Section 196 (1) Committee on school/madrasah quality improvement work in educational services by providing a landing and considerations, support personnel and infrastructure, as well as the supervision of the education at the unit level of education.
(2) the Committee on school/madrasa running its functions independently and professionally.
(3) the Committee on school/madrasa heed and follow up against complaints, suggestions, criticism, and aspiration towards educational units.
(4) the Committee on school/madrasa is formed for 1 (one) unit of the combined unit of education or formal education in primary and secondary education level.
(5) educational Unit that has learners less than 200 (two hundred) people may form a Joint Committee on school/madrasa with other similar educational units. (6) the Committee on school/madrasa education unit based at.

(7 schools/madrasah Committee Funding can be sourced from: a. the Government;

b. the Government of the region;

c. community;

d. foreign assistance are not binding; and/or e. another source of legitimate.
Article 197 (1) members of the Committee on school/madrasa totalling at most 15 (fifteen), consisting of the elements: a. parent/guardian students at most 50% (fifty per cent);

b. public figures at most 30% (thirty per cent); and c. the relevant education experts at most 30% (thirty per cent).
(2) the term of the membership Committee of the school/madrasa is 3 (three) years and can be re-elected for one term. (3) the members of the Committee on school/madrasa can be dismissed if: a. resigned;

b. dies; or c. cannot perform the task because it was unable to keep it;
d. criminal sentenced for committing a crime a crime based on a court decision has acquired legal force anyway.
(3) the composition of the Management Committee of the school/madrasa is composed of the Chairman of the Committee and the Secretary.
(4) the members of the Committee on school/madrasah was elected by the meeting of parents/guardians of students educational units.
(5) the Chairman and the Secretary of the Committee as intended in paragraph (4) elected from and by the members of any consensus or conversationally through voting.
(6) members, the Secretary, and the Chairman of the Committee on school/madrasa assigned by the principal.
The seventh part of the prohibition of article 198 of the Council Education Committee and/or the school/madrasa, either individual or collective, it is prohibited: a. sell textbooks, learning materials, equipment, materials, or materials uniforms uniform in units of education;
b. charging tutoring or tutoring from students or parents/guardian in education units;
c. harm the integrity of the student assessment learners directly or indirectly;
d. harm the integrity of the selection acceptance of new learners directly or indirectly; and/or e. carrying out other activities that harm the integrity of the educational units directly or indirectly.
CHAPTER XV the SUPERVISION Section 199 (1) supervision of the management and organization of education carried out by the Government, local authorities, the Board of education and the Committee on school/madrasa.
(2) supervision of the management and organization of education referred to in subsection (1) is carried out in accordance with the provisions of the legislation.
Article 200

(1) supervision of the management and organization of education include administrative and technical educational supervision implemented in accordance with the provisions of the legislation. (2) the Government implement: a. supervision nationally against the management and organization of higher education;
b. surveillance nationally against the management and organization of early childhood education, elementary education, and secondary education who became those powers;
c. supervision against the management and organization of education of Indonesia abroad;
d. coordination of the supervision of nationally against the management and organization of education on all lines, level and type of education, which became a local government authority; and e. the supervision of the use of funds of the State Budget Revenues Expenditures by local governments for education. (3) the provincial governments administer: a. supervision against the management and organization of an international education unit or started to become international standard;
b. supervision against the management and organization of the unit of special education and special services; and c. the coordination of surveillance against the management and organization of early childhood education, elementary education, and secondary education who became Government authority district/city;
(5) the provincial Government conducts coaching against the school superintendent in carrying out the task of supervision coordination against the management and organization of early childhood education, elementary education, and secondary education who became a city or County Government authority as referred to in paragraph (2) Letter c.
(6) the Government of the district/city carry out surveillance against the management and organization of early childhood education, elementary education, secondary education, non-formal education and in the area that became those powers.
Article 201 (1) (2) the Government, the provincial government, and district/city governments, in accordance with their respective authority, follow up public complaints about irregularities in the field of education in accordance with the provisions of the legislation.
(3) follow-up as mentioned in subsection (1) is conducted in the form of a clarification, verification, or investigation if: a. the complaint the complainant's identity carries with it the obvious; and b. the complainant gave evidence of irregularities.
Article 202 (1) Supervision as referred to in article 199 can be done in the form of public examinations, the examination of performance, special examination, the examination of thematic, investigative, examination and/or assessment in accordance with the provisions of the legislation.
(2) the results of the surveillance referred to in paragraph (1) were reported to the agency or agencies in accordance with the provisions of the legislation.
(3) the examination referred to in subsection (1) is only done by the functional supervision have the authority and competence of the examination in accordance with the provisions of the legislation.
Article 203 in the exercise of clarification, verification, or investigation as stipulated in article 201 subsection (2) the Government, provincial government, and the Government district/municipality may appoint independent inspection institutions.

Article 204 (1) the Board of education carry out surveillance against the management and organization of education at the national level, provincial, and district/city.
(2) the results of supervision by the National Board of education is reported to the Minister.
(3) the results of supervision by the Board of education of the province reported to the Governor.
(4) the results of supervision by the Board of education district/city reported to the bupati/walikota.
Article 205 (1) School Committee/madrasah implement surveillance against management and conducting education on the unit level of education.
(2) the results of the scrutiny by the Committee on school/madrasa reported to the parent/guardian meeting learners organized and attended by heads of schools/madrasah Board and teachers.
CHAPTER XVI SANCTIONS of article 206 of the Government and/or local authorities in accordance with those powers can shut down a unit of education and/or educational program that organizes education without a permit as referred to in article 182 and section 185 subsection (1).

Article 207 of the Government and/or local government in accordance with its administrative sanctions can provide in the form of alerts, postponement or cancellation of the merger, the awarding of educational resources to the educational units, freezing, closing the unit of education and/or education programs that carry out the education that does not comply with the provisions referred to in Article 51, article 53, article 54, article 55, article 57, article 58, article 69 paragraph (4) Article 71, paragraph (2) and paragraph (3), article 72, article 81 paragraph (6) of article 95, paragraph (1) and paragraph (2), section 122 subsection (1), article 131 paragraph (5), article 162, paragraph (2) and section 184.

Article 208 (1) an individual or a group of members of the civitas Academica College carrying out academic freedom and/or scientific autonomy in violation of the provisions referred to in Article 91 and article 92, are administrative sanctions by the College in question in accordance with the provisions of the legislation.
(2) in the case of the College leader not wearing the sanctions referred to in paragraph (1), the Minister may charge penalties to violators and to officials who do not wear the sanctions referred to in paragraph (1), in accordance with the provisions of the legislation.
(3) the College or unit from college carrying out academic freedom and/or scientific autonomy, whether intentional or unintentional, that violates the conditions set in article 91 and article 92, are administrative sanctions by the Government in the form of a written reprimand, merging, freezing, closure, and/or revoked permission to convene it.
(4) the Government can give an administrative sanction in the form of a written reprimand, merging, freezing, and/or the closure of the College implement dharma college that does not comply with the provisions as set forth in a government regulation.
Article 209 learners who do not carry out obligations as stipulated in article 169 subsection (1) are the administrative sanction in the form of a warning, suspension, and/or removed from the education unit by unit of education.

Article 210 Individual, group, or organization, which organizes the formal education either intentional or unintentional in violation of the provisions referred to in Article 103 up to Article 115 may be subject to administrative sanction in the form of a written reprimand, merging, freezing, and/or the closure of the Government and/or local authorities.

Article 211 units of distance education which does not meet the requirements referred to in Article 119, paragraph (2), and article 122 Article 123 is an administrative sanction in the form of a written reprimand, merging, freezing, and/or closure by the Minister.

Article 212 (1) educator who for neglecting the duties and responsibilities as stipulated in article 171 (2) paragraph without reason that can be accounted for is the administrative sanctions in accordance with the provisions of the legislation.
(2) a duty dereliction of produce educators and/or regulatory obligations as referred to in article 173 (2) paragraph without reason that can be accounted for is the administrative sanctions in accordance with the provisions of the legislation.
(3) it Educators or educational institution civil servant personnel who violate the conditions as referred to in article 181 is an administrative sanction in accordance with the provisions of the legislation.
(4) Educators or educational personnel is not a civil servant violates the conditions as referred to in article 175 paragraph (3) is penalized in accordance with the agreement or the agreement of joint work and the provisions of the legislation.
(5) education providers organised societies that neglect the provisions referred to in article 40 paragraph (3), article 41, article 42, article 43, article 44 paragraph (1), section 45 subsection (1), article 46, paragraph (1) of article 47 and article 48, paragraph (1) are the administrative sanction in the form of a written warning first, second, and third, if not above begging done freezing by the Government or the local authorities in accordance with those powers in accordance with the provisions of the legislation.
(6) a person who is lifting, placing, moving, or lay off educators or educational personnel contrary to the provisions referred to in Article 175 without a valid reason, is an administrative sanction in the form of a written reprimand, periodic salary increases delay, delay promotion, liberation from the Office, dismissal with respect, and/or dismissal with no respect from his post.
Article 213 (1) of the Education Units that violate the provisions of education organizing: a. international standard as stipulated in article 152 paragraph (1) and section 154; or b. based local advantages as stipulated in article 157 paragraph (2) and section 158 subsection (1); administrative sanctions in the form of a reprimand is written first, second, and third, delay or discontinuation of subsidies until revocation by the Government or the local authorities in accordance with those powers.
(2) a revocation referred to in subsection (1) done after the construction of the longest-held three (3) years by the Government or the local authorities in accordance with those powers.
Article 214 (1) Conducting education on the territory of the State Union of Republic of Indonesia by representatives of foreign countries or foreign institutions which do not comply with the provisions as set forth in article 160 and article 161 paragraph (2) until subsection (8) are penalized by the Minister in the form of a written reprimand and/or closure of educational units.

(2) other countries Education Unit organises education working with units of education in Indonesia which is not in accordance with the provisions referred to in Article 162 (2) paragraph and section 163 subsection (2) are the administrative sanction in the form of a written reprimand, freezing, and/or the closure of a unit of education by the Minister, Governors, or bupati/walikota in accordance with those powers.
(3) the units of education Indonesia who carry out cooperation with the units of management education of other countries that do not comply with the provisions referred to in Article 165, paragraph (2) of article 166, paragraph (2) and section 167 subsection (3) are administrative sanction in the form of a written reprimand, freezing, and/or the closure of a unit of education by the Minister, Governors, or bupati/walikota in accordance with those powers.
Article 215 units of education violates the provisions of the management of education as referred to in article 50, article 52, article 53, article 54, article 55 paragraph (1), section 57 subsection (1), and article 58 of the administrative sanctions are in the form of a written reprimand, merging, freezing, and/or the closure of a unit of education by the Government or the local authorities in accordance with those powers.

Article 216 (1) members of the Board of education or the school Committee/madrasa which violates the conditions as referred to in article 198 is an administrative sanction in the form of written reprimand by the Government or by local authorities in accordance with those powers.
(2) a member of the Board of education or the school/madrasah Committee in carrying out its work beyond the functions and duties of the Board of education as mentioned in Section 192 subsection (2) and paragraph (4) as well as the functions of the Committee on school/madrasa as stipulated in article 196 paragraph (1) are the administrative sanction in the form of written reprimand by the Government or the local authorities in accordance with those powers.
CHAPTER XVII TRANSITIONAL PROVISIONS Article 217 units of education expressed by its founder as international schools before the entry into force of this Regulation, at least 3 (three) years since the Government regulation is applicable, the compulsory adjusting to: a. the unit education category standard or independent categories in accordance with the regulations governing the national standard of education; b. local advantages based education unit;

c. International Education Unit; or d. the educational unit organized on the basis of units of a foreign education cooperation with Indonesia State education unit.
Article 218 (1) unit of education held by foreign institutions or foreign legal entity that existed prior to the enactment of government regulation of compulsory education unit be adjust organized on the basis of units of a foreign education cooperation with Indonesia State education unit in accordance with this Regulation, at least 3 (three) years since the Government regulation is applicable.
(2) educational Unit organized on the basis of cooperation with a foreign institution or foreign legal entities with the institution or body of law in Indonesia which existed before the entry into force of this Regulation, compulsory education unit be adjust organized on the basis of units of a foreign education cooperation with Indonesia State education unit in accordance with this Regulation, at least 3 (three) years since the Government regulation is applicable.
Article 219 on when this Regulation comes into force, all legislation related to the management and organization of education stated still remains valid along does not conflict and has not been replaced based on government regulations.

Article 220 on when government regulation is enacted, regulatory implementation: a. the Government Regulation Number 27 in 1990 about preschool education (State Gazette of the Republic of Indonesia Number 35 in 1990, an additional Sheet of the Republic of Indonesia Number 3421);
b. Government Regulation Number 28 in 1990 about primary education (State Gazette of the Republic of Indonesia Number 36 in 1990, an additional Sheet of the Republic of Indonesia Number 3412); as amended by the Government Regulation Number 55 in 1998 about the changes to the 1990 Government Regulation Number 28 (State Gazette of the Republic of Indonesia Number 90 in 1998, an additional Sheet of the Republic of Indonesia Number 3763);
c. Government regulations Number 29 in 1990 about secondary education (State Gazette of the Republic of Indonesia Number 37 in 1990, an additional Sheet of the Republic of Indonesia Number 3391); as amended by the Government Regulation Number 56 in 1998 about the changes to the 1990 Government Regulation Number 29 (State Gazette of the Republic of Indonesia Number 91 in 1998, an additional Sheet of the Republic of Indonesia Number 6622);
d. Government Regulation Number 72 in 1991 about Education (Gazette of the Republic of Indonesia Number 94 in 1991, an additional Sheet of the Republic of Indonesia Number 3460);
e. the Government Regulation Number 73 in 1991 about outdoor education schools (Gazette of the Republic of Indonesia Number 95 in 1991, an additional Sheet of the Republic of Indonesia Number 3560);
f. Government Regulation Number 38 in 1992 of produce educators (State Gazette of the Republic of Indonesia Number 68 in 1992, an additional Sheet of the Republic of Indonesia Number 3484) as amended by the Government Regulation Number 39 in 2000 about the changes to the Government Regulation Number 38 of 1992 (State Gazette of the Republic of Indonesia Number 91 in 2000, an additional Sheet of the Republic of Indonesia Number 3974);
g. the Government Regulation Number 39 in 1992 about the Peranserta community in national education (State Gazette of the Republic of Indonesia Number 69 of 1992, an additional Sheet of the Republic of Indonesia Number 3465);
h. the Government Regulation Number 60 of 1999 regarding higher education (State Gazette of the Republic of Indonesia Number 115 in 1999, an additional Sheet of the Republic of Indonesia Number 3859);
i. Government Regulation Number 61 in 1999 about the setting of Universities as legal entities (State Gazette of the Republic of Indonesia Number 116 in 1999, an additional Sheet of the Republic of Indonesia Number 3860); still remains valid along does not conflict and has not been replaced based on government regulations.

CHAPTER XVIII the CONCLUDING PROVISIONS of article 221 at the time when this Regulation comes into force: a. the Government Regulation Number 27 in 1990 about preschool education (State Gazette of the Republic of Indonesia Number 35 in 1990, an additional Sheet of the Republic of Indonesia Number 3421);
b. Government Regulation Number 28 in 1990 about primary education (State Gazette of the Republic of Indonesia Number 36 in 1990, an additional Sheet of the Republic of Indonesia Number 3412); as amended by the Government Regulation Number 55 in 1998 about the changes to the 1990 Government Regulation Number 28 (State Gazette of the Republic of Indonesia Number 90 in 1998, an additional Sheet of the Republic of Indonesia Number 3763);
c. Government regulations Number 29 in 1990 about secondary education (State Gazette of the Republic of Indonesia Number 37 in 1990, an additional Sheet of the Republic of Indonesia Number 3391); as amended by the Government Regulation Number 56 in 1998 about the changes to the 1990 Government Regulation Number 29 (State Gazette of the Republic of Indonesia Number 91 in 1998, an additional Sheet of the Republic of Indonesia Number 6622);
d. Government Regulation Number 72 in 1991 about Education (Gazette of the Republic of Indonesia Number 94 in 1991, an additional Sheet of the Republic of Indonesia Number 3460);
e. the Government Regulation Number 73 in 1991 about outdoor education schools (Gazette of the Republic of Indonesia Number 95 in 1991, an additional Sheet of the Republic of Indonesia Number 3560);
f. Government Regulation Number 38 in 1992 of produce educators (State Gazette of the Republic of Indonesia Number 68 in 1992, an additional Sheet of the Republic of Indonesia Number 3484) as amended by the Government Regulation Number 39 in 2000 about the changes to the Government Regulation Number 38 of 1992 (State Gazette of the Republic of Indonesia Number 91 in 2000, an additional Sheet of the Republic of Indonesia Number 3974);
g. the Government Regulation Number 39 in 1992 about the Peranserta community in national education (State Gazette of the Republic of Indonesia Number 69 of 1992, an additional Sheet of the Republic of Indonesia Number 3465);
h. the Government Regulation Number 60 of 1999 regarding higher education (State Gazette of the Republic of Indonesia Number 115 in 1999, an additional Sheet of the Republic of Indonesia Number 3859);
i. Government Regulation Number 61 in 1999 about the setting of Universities as legal entities (State Gazette of the Republic of Indonesia Number 116 in 1999, an additional Sheet of the Republic of Indonesia Number 3860); revoked and declared inapplicable.

Article 222 of this Regulation comes into force on the date of promulgation.

In order to make everyone aware of it, ordered the enactment of this Regulation with its placement in the State Gazette of the Republic of Indonesia.

Established in Jakarta on January 28, 2010 the PRESIDENT of the REPUBLIC of INDONESIA Dr. h. SUSILO BAMBANG YUDHOYONO Enacted in Jakarta on January 28, 2010 the MINISTER of LAW and HUMAN RIGHTS Republic of INDONESIA, PATRIALIS AKBAR fnFooter ();