Government Regulation Number 74 In 2008

Original Language Title: Peraturan Pemerintah Nomor 74 Tahun 2008

Subscribe to a Global-Regulation Premium Membership Today!

Key Benefits:

Subscribe Now

Read the untranslated law here: http://peraturan.go.id/inc/view/11e44c4f529f858088e8313232303239.html

PP 74-2008 Text copy _?.
Back COUNTRY SHEET Republic of INDONESIA No. 194, 2008 (Additional explanation in the State Gazette of the Republic of Indonesia Number 4941) GOVERNMENT REGULATION of the REPUBLIC of INDONESIA NUMBER 74 in 2008 ABOUT a TEACHER with the GRACE of GOD ALMIGHTY the PRESIDENT of the REPUBLIC of INDONESIA, Considering: that, to implement the provisions of article 10 and paragraph (2), article 11 paragraph (4), article 13 paragraph (2), article 14 paragraph (2), article 16 paragraph (4) Article 18, paragraph (4), article 19 paragraph (3), article 9 paragraph (2), article 22, paragraph (2) of article 25 paragraph (2), article 26, paragraph (2) of article 28 paragraph (5), article 29 paragraph (5) of article 35, paragraph (3), article 37 paragraph (5), and article 40 paragraph (3) of the Act 14 of 2005 Number of teachers and professors, have to set Government regulations about teachers;
.,, Considering: 1. Article 5 paragraph (2) of the Constitution of the Republic of Indonesia in 1945;
., ,2. Act No. 2 of 2005 on teachers and professors (State Gazette of the Republic of Indonesia Number 157 in 2005, an additional Sheet of the Republic of Indonesia Number 4586);
Decide: define: GOVERNMENT REGULATIONS ABOUT teachers.

CHAPTER I GENERAL PROVISIONS article 1 In this Government Regulation is:.,, 1. The teacher is a professional educator with the main task of educating, teaching, guiding, directing, train, assess, and evaluate learners in the early childhood education path of formal education, elementary education, and secondary education.
., ,2. Academic qualification is a diploma level of academic excellence that should be possessed by the Teachers in accordance with the type, rank, and unit of assignment in place of formal education. 3. Certification is the process of certification of educators for teachers.
., ,4. Educator's certificate is evidence of formal recognition given to teachers as professionals.
., ,5. Salary is a privilege earned by a teacher for his work from education providers or educational unit in the form of periodically in accordance with the financial regulations.
., ,6. The Organization of the teaching profession is the solemn assembly-body of law which was established and managed by teachers to develop the professionalism of teachers.
., ,7. Work agreement or joint work Agreement is a written agreement between a teacher and an organizer of education or education unit that contains the terms and conditions of employment and the rights and obligations of the parties with the principle of equality and kesejawatan based on legislation.
., ,8. Teachers Still are teachers who are appointed by the Government, local authorities, education providers, or educational unit for the shortest period of 2 (two) years continuously, and recorded at the base of the Administration Unit in the unit of the education establishment has permission from the Government or local authorities as well as implementing the basic tasks as a teacher.
., ,9. The teacher is a teacher in the Office of civil servants and teachers are not civil servants who are already teaching in the education unit, well organized government, local governments, as well as education providers that already had a working Agreement or the agreement of joint work.
., .10. Termination of employment or Termination of employment is the termination of the Agreement or the agreement of joint work of teachers because it resulted in the termination of the rights and obligations between teachers and education providers or educational unit in accordance with the legislation.
.,, 11. Kindergartens which further 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.
., 12. Raudhatul Athfal hereinafter abbreviated as RA and Bustanul Athfal hereinafter called BA unit is one form of early childhood education on the formal education that organizes educational programs with the peculiarities of Islamic religion for children four (4) years up to 6 (six) years.
., 13. Basic education is education on the level of formal education informing secondary education level held on educational units in the form of elementary 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.
.,, 14. Primary schools which further shortened ELEMENTARY SCHOOL is one of the forms of formal education unit organises public education at the Basic Education level.
., 15. Madrasah Ibtidaiyah hereinafter abbreviated MI unit is one form of formal education in the construction of religious Ministers who organized a public education with the idiosyncrasies of the Islamic religion on the level of basic education.
.,,16. The First high school JUNIOR is one of the abbreviated form 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.
., General Agreement. 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.
., 18. 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.
.,, 19. The next high school HIGH SCHOOL is one of the abbreviated form 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 are recognised in the same or equivalent of JUNIOR HIGH SCHOOL or MTS.
.,, 06. Madrasah Aliyah hereinafter abbreviated MA 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 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.
.,,21. Vocational secondary schools which further 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.
., .22. MAK who then called 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. 23. The scholar further abbreviated to S-1.
., .24. Diploma Four which further shortened to D-IV 25. The Government is the Central Government.
.,, 26. Local Government is the provincial government, County Government, or the City Government.
.,,27. The community is a group of citizens of Indonesia non governmental attention and who had a role in the field of education.
.,,28. A special area is remote or underdeveloped areas, areas with conditions of indigenous peoples, the region borders with other countries, regions experiencing natural disasters, social catastrophes, or areas that are in other emergencies.
.,, 29. The Department is the Department that handles the Affairs of the Government in the field of national education.
., .30. The Minister is the Minister of governmental affairs in the field of national education.
CHAPTER II COMPETENCE and CERTIFICATION article 2 mandatory Teachers have Academic Qualifications, competency, certificate of Educators, healthy physical and spiritual, as well as have the ability to realize the goal of national education.

Part of the Union Competence Chapter 3.,, (1) of competence referred to in article 2 is a set of knowledge, skills, and behaviors that should be lived, owned, possessed, and actualized by Teachers in carrying out the task keprofesionalan.
.,, (2) the competence of Teachers referred to in paragraph (1) of competence include pedagogic competence, social competence, personality, and professional competence acquired through the education profession. (3) the competence of Teachers referred to in paragraph (2) are holistic.
.,, (4) pedagogic Competence as referred to in paragraph (2) is the ability of teachers in the management of the learning learners who are at least includes:.,, a. understanding or insight into the educational foundation;

b. an understanding of learners;

c. curriculum development or is syllabus;

d. design of learning;

e. implementation of the educational and learning dialogis;

f. utilization of instructional technology;

g. evaluation of the results of the study; and,, h. development of learners to actualize the various potential.
.,, (5) the personality Competence as referred to in paragraph (2) at least includes a personality:.,, a. faith and piety;

b. noble character;

c. arif and wise;

d. Democratic;

e. steady;

f. commanding;

g. stable;

h. adults;

i. honestly;

j. sportsmanship;

k. being an example for the students and the community;

b. objectively evaluate its own performance; and m. develop themselves independently and sustainably.

.,, (6) Social Competence as referred to in paragraph (2) is the ability of teachers as part of the community that at least includes the competence to:.,, a. communicate verbal, written, and/or gestures are polite;

b. use of information and communication technology functionally;., c. hang out effectively with learners, fellow educators, educational personnel, head of the education unit, parents or guardians of students;
.,, d. hang out in polite with surrounding communities with regard to norms and value systems; and e. applying principles of true brotherhood and the spirit of togetherness.
.,, (7) Professional Competence referred to in paragraph (2) is the ability of Teachers in mastering the knowledge of science, technology, and/or arts and culture that is diampunya which at least include Mastery:.,,.,, a. subject matter extensively and in depth in accordance with the standards of the program content unit of education, subjects, and/or a group of subjects that will diampu; and, b. the concepts and methods of scientific discipline, technology, or art are relevant, which conceptually coherent program or shaded units of education, subjects, and/or a group of subjects that will be diampu.
.,, (8) the competence of Teachers referred to in paragraph (4) to paragraph (7) be formulated into:.,,.,, a. Teacher competency standards on units of education in kindergarten or RA, and other forms of formal education equal;
., competency standards, b. Master class on SD or noodles, and other forms of formal education equal;
.,, c. standards of competence of Teachers of subjects or subjects on clumps of JUNIOR HIGH SCHOOL or HIGH SCHOOL or MTs, MA, CMS or MAK and other forms of formal education equal; and, d.., the standard of competence of teachers in the education unit of TKLB, SDLB, SMPLB, SMALB and other forms of formal education was equal.
.,, (9) the standards of competency of Teachers referred to in paragraph (8) was developed by the national standards of education and established by regulation of the Minister.
The second part of article 4 Certification.,, (1) teacher Educator Certificate obtained through professions education program organized by the College has programs accredited educational personnel procurement, both organized by the Government or the community, and set by the Government.
.,, (2) Program of education professions referred to in subsection (1) is only followed by learners that has possess academic qualification S-1 or D-IV in accordance with the provisions of the legislation.
Article 5, (1) the Academic Qualifications of teachers referred to in article 4 paragraph (2) is shown with a diploma reflect ability required for teachers to carry out the task as educators at every level, type, and unit of education or diampunya subjects in accordance with the national standards of education.
.,, (2) Academic Qualifications of teachers referred to in subsection (1) is obtained through higher education program S-1 or D-IV program at the College which organizes educational programs produce educators and/or educational program nonkependidikan.
.,, (3) Academic Qualifications of teachers referred to in paragraph (2) for the prospective Teachers are filled before those concerned was appointed teacher.
.,, (4) Academic Qualifications of teachers referred to in paragraph (2) for the teachers in the Office of which has not been met, can be met through:.,, a. education referred to in subsection (2); or, b. the recognition of the results of the independent study that measured through the equality test is carried out through a comprehensive exam by an accredited college. (5) education as referred to in paragraph (2) letter a notice:.,,.,, a. teacher training taking into account credit semester units of equivalence;
.,, b. academic achievement that is recognized and taken into account credit semester units of equivalence; and/or c. teaching experience with service and achievement.
.,, (6) teachers in the post that follows the education and equality test referred to in subsection (4), whether financed Governments, local governments, as well as its own costs, implemented with a fixed do their job as a teacher.
.,, (7) the Minister may establish special rules for teachers in the Office in meeting the Academic Qualifications as referred to in paragraph (2) on the basis of considerations:.,, a. Special Area conditions; and/or, b. the striking imbalance between needs and availability of Teachers according to the field of a task.
.,, (8) further Provisions regarding Academic Qualifications, education, and test the equivalence referred to in paragraph (4), subsection (5) and paragraph (6) subject to the regulations of the Minister.
Section 6.,, (1) the educational Program of the profession referred to in article 4 has loads of learning which is set based on the requirements of background fields and educational unit place the assignment.
.,, (2) the burden of learning as referred to in paragraph (1) to become a teacher in KINDERGARTEN education unit or RA or TKLB or other forms equal the set of S-1 or D-IV educational institution for kindergarten or RA or TKLB or any other form of equal is 18 (eighteen) up to 20 (twenty) units of credit.
.,, (3) the burden of learning as referred to in paragraph (1) to become a teacher at the ELEMENTARY SCHOOL education unit or MI or SDLB or other forms equal the set of S-1 or D-IV educational for SD or MI or SDLB or any other form of equal is 18 (eighteen) up to 20 (twenty) units of credit.
.,, (4) the burden of learning as referred to in paragraph (1) to become a teacher in KINDERGARTEN education unit or RA or TKLB or other forms equal the set of S-1 or D-IV educational institution in addition to kindergarten or RA or TKLB or any other form of equal is 36 (thirty-six) up to 40 (forty) units of credit.
.,, (5) the burden of learning as referred to in paragraph (1) to become a teacher at the ELEMENTARY SCHOOL education unit or MI or SDLB or other forms equal the set of S-1 or D-IV educational institution in addition to SD or MI or SDLB or any other form of equal is 36 (thirty-six) up to 40 (forty) units of credit.
.,, (6) the burden of learning as referred to in paragraph (1) to become a teacher in KINDERGARTEN education unit or RA or TKLB or any other form of equal and on the educational units of SD or MI or SDLB or any other form of equal backgrounds Undergraduate Psychology is 36 (thirty-six) up to 40 (forty) units of credit.
.,, (7) the burden of learning as referred to in paragraph (1) to become a teacher at a JUNIOR HIGH SCHOOL education or a unit of MTs or SMPLB or any other form of equal and the units of high school education or MA or SMALB or CMS or MAK or other forms of equal, both set in S-1 or diploma four D-IV educational as well as S-1 or D-IV nonkependidikan is 36 (thirty-six) up to 40 (forty) units of credit.
.,, (8) the provisions on the burden of learning as referred to in subsection (1) until subsection (7) is set in the basic framework and the structure of the curriculum of the College by profession education providers which refers to education standards.
Chapter 7.,, (1) the charges of education learning profession include competence pedagogic competence, social competence, personality, and professional competence.
.,, (2) the weight of the charge study referred to in subsection (1) is adjusted with the educational background as follows:.,,.,, a. for the graduate program S-1 or D-IV educational stressed on strengthening professional competence; and, a, b. for graduates of the program S-1 or D-IV nonkependidikan was placed on the development of pedagogic competence.
.,, (3) further Provisions on the burden of learning as referred to in paragraph (1) and paragraph (2) is set in the basic framework and the structure of the curriculum of the College by profession education providers which refers to education standards.
Article 8 the Educator Certification for prospective Teachers must be conducted in an objective, transparent, and accountable.

Article 9.,, (1) the number of learners profession education programs each year is designated by the Minister. (2) educational professions ending with competence of educators.
.,, (3) the competence of educators as referred to in paragraph (2) through the written exam and the exam performance in accordance with the standards of competence.
.,, (4) a written Examination as referred to in paragraph (3) was carried out in a comprehensive manner that includes Mastery:.,,.,, a. insights or educational foundation; an understanding of learners; curriculum development or is syllabus; the design of learning; and student assessment;
.,, b. subject matter extensively and in depth in accordance with the standards of content subjects, the Group of subjects, and/or the program diampunya; and, c. the concepts of scientific discipline, technology, or art that conceptually, containing the subject matter, the Group of subjects, and/or the program diampunya.
.,, (5) exam performance as referred to in paragraph (3) was carried out in the form of holistically exam learning practices that reflect the mastery of competencies of pedagogic competence, social competence, personality, and professional competence in the relevant educational units.
Section 10.,, (1) a certificate of the educator for prospective Teachers met before in question was appointed teacher.
.,, (2) Candidates who do not have a certificate of the educator as referred to in subsection (1) but it has a particular expertise that is recognized and required can be appointed educator after graduating the eligibility test.

.,, (3) Candidates who do not have a certificate of the educator as referred to in subsection (1) but is required by the specific Area that requires Teachers be appointed educator after graduating the eligibility test.
.,, (4) a certificate of Legal Educators apply to perform duties as a teacher after teacher's registration number from the Department.
.,, (5) Candidates can get more than one certificate of educators, but only with a registration number of teachers from the Department.
.,, (6) the provisions on the implementation of a feasibility test referred to in subsection (2) and paragraph (3) subject to the regulations of the Minister.
Article 11 Educator Certificate referred to in article 2 which are obtained are valid for the relevant Teachers perform the task as a teacher in accordance with the provisions of the legislation.

Article 12.,, (1) teachers in the Office that has possess academic qualification S-1 or D-IV can directly follow the competence to acquire certificate of educators.
.,, (2) the number of participants of the competence of educators each year is designated by the Minister.
.,, (3) the competence of educators as referred to in subsection (1) is conducted in the form of an assessment portfolio.
.,, (4) Portfolio Assessment as referred to in paragraph (3) is the recognition of the professional experience of teachers in the form of a judgement against a set of documents that describe:.,, a. Academic Qualifications;

b. education and training;

c. teaching experience;

d. the planning and implementation of learning;

e. assessment of superiors and supervisors;

f. academic achievement;

g. work of professional development;

h. participation in scientific fora;

i. organizational experience in the educational and social fields; and j. awards that are relevant to the field of education.
.,, (5) in the portfolio assessment as referred to in paragraph (4), Teacher in the Office who has not yet reached the requirements to obtain a certificate of competence of educators are given the opportunity to:.,, a. complete the portfolio requirements; or, b. the following education and training at the College has a program of acquiring an accredited educational institution and personnel designated by the Government.
.,, (6) further Provisions regarding competence portfolio and assessment referred to in paragraph (3), subsection (4), and subsection (5), subject to the regulations of the Minister.
Article 13.,, (1) college education providers profession established by the Minister with the criteria:.,, a. has the relevant courses and accredited;.,, b. has educators and educational personnel in accordance with the national standards of education; and, c.., have the means and infrastructure adequate learning in accordance with national standards of education.
.,, (2) in addition to the criteria referred to in paragraph (1), the Minister may specify additional criteria that are necessary for the determination of college education providers profession on the basis of considerations:.,,.,, a. achievement of equitable coverage of the service of the Organization of the education profession; b. location and geographical conditions; and/or c. socio-economic conditions.
.,, (3) further Provisions on the criteria referred to in paragraph (1) and paragraph (2) subject to the regulations of the Minister.
The third part of the budget increase of academic qualification and certification for teachers Educators in his Article 14.,, (1) the Government provides the budget to the improvement of academic qualification as mentioned in article 5 paragraph (2) for the post of teacher in the educational unit organized by the Government.
.,, (2) the provincial government provides the budget to the improvement of academic qualification as mentioned in article 5 paragraph (2) for the post of teacher in the educational unit organized by the provincial government.
.,, (3) the city or County Government provides the budget to the improvement of academic qualification as mentioned in article 5 paragraph (2) for the post of teacher in the educational unit organized by the County Government or the city.
.,, (4) Government, the provincial government, and the County Government or the city budget provides an increase in academic qualification as mentioned in article 5 paragraph (2) for the teachers in the Office on a unit of education organized by the community.
.,, (5) teachers in the Office getting a chance of increased Academic Qualifications as referred to in paragraph (1), subsection (2), subsection (3), and subsection (4) remains functional benefits obtained or functional benefits of subsidies.
.,, (6) the magnitude of the budget and the burden borne by the Government and local authorities as referred to in paragraph (1), subsection (2), subsection (3), and subsection (4) is set in accordance with the provisions of the legislation.
.,, (7) the Government provides the budget to acquire a certificate of competence of educators as stipulated in article 11 paragraph (1) for the post of teacher in the educational unit organized by the Government.
.,, (8) regional Governments, in accordance with their respective authority, provides his budget in order to obtain a certificate of competence of educators as stipulated in article 11 paragraph (1) for the post of teacher in the educational unit organized by the local government.
.,, (9) Government and local government, in accordance with their respective authority, provides his budget in order to obtain a certificate of competence of educators as stipulated in article 11 paragraph (1) for the post of teacher in the educational unit organized by the community.
CHAPTER III RIGHTS Part One the profession Article 15. Allowances, Alimony, (1) the profession is given to teachers who meet the following requirements:.,,.,, a. has one or more certificates of educators who have been given a registration number of teachers by the Department; b. meet the workload as a teacher;., c., taught as a teacher subjects and/or classroom teacher education unit in accordance with the provisions of the certificate of its own Educators; d. registered with the Department as a teacher;

e. the highest age sixty (60) years of age; and, f.., not bound as power remains on the agencies in addition to the educational unit where he served.
.,, (2) a teacher is only entitled to a single allowance profession regardless of the number of the certificate and the number of educators which have units of education or class which utilizes her services as a teacher.
.,, (3) the holder of a certificate of Teacher educators who meet the conditions referred to in subsection (1) unless the letter c has the right to obtain the benefits of the profession if it gets extra duties as:.,,.,, a. Education Unit Chief with the workload in accordance with the workload of the Chief unit of education;
., b., Deputy Head of the education unit with the workload in accordance with the workload of Deputy Head of the education unit;
., program chair, c. expertise unit of education with the workload in accordance with the workload of the Chairman of the educational units of the program;
., d., head of the education unit of the library with the workload in accordance with the workload of the head library education unit;
., e., head of the laboratory, workshop, or unit production unit of education with the workload in accordance with the workload of the head of the laboratory, workshop, or production units;
.,, f. teacher guidance and counseling or counselor with the workload in accordance with the workload of teacher guidance and counseling or counselors; or., g., supervisor of special education units on which hosts educational inclusion or integrated education with the workload in accordance with special counselors work load.
.,, (4) teacher who in his unit supervisor education allowance was given the teaching profession remains in question still perform as educator:.,,.,, a. experienced as a teacher at least 8 (eight) years or the principal at least four (4) years;
.,, b. meet academic requirements as a teacher in accordance with the regulations; c. certified Educators; and, d.., perform supervision and professional training of teachers and supervisory tasks.
.,, (5) Allowances the profession given calculated from the beginning of the fiscal year concerned, after getting registration number of teachers from the Department.
.,, (6) registration number of teachers referred to in subsection (5) is unique and retrieved after the teacher in question meets the academic qualification and obtain a certificate of Educators in accordance with legislation.
Article 16 the Minister may establish the requirements for the grant of allowances the different professions of the provisions referred to in Article 15 paragraph (1), subsection (3), and subsection (4), a certificate holder for Educators on duty: a. on units of special education;

b. on units of special education services; or c. as a special field of expertise pengampu.

Article 17.,, (1) the holder of a Permanent Teacher Educator Certificate is entitled to allowances if the profession of teaching in the educational unit of the ratio of the minimum number of learners towards his teacher as follows:.,, a. for kindergarten, RA, or equal 15:1;

b. to SD or equal 20:1;

c. to MI or equal 15:1;

d. JUNIOR or equal to 20:1;

e. for MTs or equal 15:1;

f. for the HIGH SCHOOL or the equivalent of 20:1;

g. to MA or equal 15:1;

h. to CMS or equal 15:1; and i. to MAK or equal 12:1.
.,, (2) the Minister or an officer designated by the Minister may establish the ratio referred to in paragraph (1) specifically for the educator who served on:.,, a. special education unit;

b. special education services unit;

c. educational unit that employs a special berkeahlian Teachers; or., educational units, d. in addition to the letter a, letter b, letter c, and on the basis of considerations of national interest.

Article 18 Facilitation profession for teachers who are appointed by the Government, local governments, and education providers or Community Education Unit established budgeted as employees shopping or social assistance in accordance with the provisions of the legislation.

The second part of the functional Benefits and subsidy Allowances Functional article 19 Allowance functional functional benefits and subsidies given to teachers who meet the following requirements:.,, a. has one or more certificates of educators who have been given a registration number of teachers by the Department; b. meet the workload as a teacher;., c., taught as a teacher subjects and/or classroom teacher education unit in accordance with the provisions of the certificate of its own Educators; d. registered with the Department as a teacher;

e. the highest age sixty (60) years of age;

f. carry out obligations as teacher; and, g.., not bound as power remains on the agencies in addition to the educational unit where he served.
Article 20 the Minister may establish the requirements for the grant of allowances and subsidies functional functional benefits that are different from the provisions referred to in article 19 to the holder of the certificate of the Educators in charge: a. on units of special education;

b. on units of special education services; or c. as a special field of expertise pengampu.

Clause 21.,, (1) the functional Benefits of teachers are appointed by the Government and local governments budgeted as employees shopping or social assistance in accordance with the provisions of the legislation.
.,, (2) the functional Teacher allowance Subsidies raised by education providers or Community Education Unit established budgeted as employees shopping or social assistance in accordance with the provisions of the legislation.
The third part of the Special Allowance section 22 Special Allowances for teachers which was commissioned by the Government and local governments budgeted as employees shopping or social assistance in accordance with the provisions of the legislation.

The fourth part of the Equality Allowances Article 23.,, (1) Allowances of the profession, the functional benefits, subsidies and special allowances for teachers, which was not a civil servant is given in accordance with the equivalence of levels, working period, and qualifications that apply to teachers of civil servants.
.,, (2) further Provisions concerning the equality referred to in subsection (1) is set by the Minister after obtaining the consideration of the Minister which handles the Affairs of the Government in the field of utilization of State apparatus.
The fifth part Additional Affairs section 24.,, (1) a Government or regional government, in accordance with their respective authority, ensures the realization of affairs in addition to the teachers who are appointed by the Government, local government, or education providers or educational unit that established the community.
.,, (2) additional Affairs referred to in paragraph (1) provided with the principles of the award on the basis of the achievements of the teacher. (3) the achievements of Teachers referred to in subsection (2) may be:.,, a. produce learners for academic achievers or nonakademik;., b., author or compiler of textbooks or textbook that stated worth learning by the Minister; c. produce invention and innovation learning that is recognized by the Government;

d. obtain intellectual property;., e., awarded in science, technology, art, culture and/or sports;
.,, f. produces the paper published in the scientific journal that is accredited and recognized by the Government; and/or g. carrying out tasks and duties as a teacher with a dedication.
.,, (4) additional Affairs given to Teachers based on educational units which housed a stint as a teacher anyway.
.,, (5) the giving of any one form of affairs to additional priority to teachers who have not yet obtained an extra Affairs.
.,, (6) additional Affairs referred to in paragraph (1) and paragraph (2) may be given to teachers who meet the following requirements:.,,.,, a. has one or more certificates of educators who have been given a registration number of teachers by the Department; b. meet the workload as a teacher;., c. teaching subjects and/or class as well as the educational unit in accordance with the diampunya field; d. the highest age sixty (60) years of age;

e. implement the obligation as a teacher; and, f.., not bound as power remains on the agencies in addition to the educational unit in which he served.
.,, (7) teachers who meet the conditions referred to in subsection (3) unless the letter c or subsection (6) unless the letter c can be given additional Affairs if:.,,.,, was given an extra task a. as head of education unit with the workload in accordance with the workload of the Chief unit of education;
.,, b. additional assignee as Deputy Head of the education unit with the workload in accordance with the workload of Deputy Head of the education unit;
.,, c. given additional duties as Chairman of the educational units of the program with the workload in accordance with the workload of the Chairman of the educational units of the program;
.,, d. served became Superintendent of education with the workload of the unit in accordance with the workload of the unit supervisor education;
.,, e. given the additional duties as head of the education unit of the library with the workload in accordance with the workload of the head library education unit;
.,, f. additional assignee as the head of the laboratory, workshop, or unit production unit of education with the workload in accordance with the workload of the head of the laboratory, workshop, or unit production unit of education;
.,, g. served as a teacher of guidance and counseling or counselor with the workload in accordance with the workload of teacher guidance and counseling or counselors; or.,, h. duty became the supervisor of special education units on which hosts educational inclusion or integrated education with the workload in accordance with special counselors work load.
.,, (8) the provisions on execution of guarantee granting additional Government Affairs are regulated by ministerial regulation.
.,, (9) the provisions on the implementation of the guarantee the granting of additional Affairs by the Government of the province is governed by regulation of the Governor.
.,, (10) the provisions on the implementation of the guarantee the granting of additional Affairs by the Government of the county or the city is governed by the rules of Regent or mayor.
Article 25 the Minister may establish the requirements for the granting of additional Affairs which differ from the provisions referred to in Article 24 paragraph (6) or paragraph (7) for the teacher on duty: a. on units of special education;

b. on units of special education services; or c. as a special field of expertise pengampu.

Article 26 additional Affairs obtained in the form of:.,, a. education allowances, insurance education, scholarships and awards for teachers; and, b. the ease of getting an education for the sons and daughters of teachers, the Ministry of health, or the welfare of others.
Article 27.,, (1) Education Unit provides convenience as stipulated in article 26 letter b in the form of opportunity and/or lightening the cost of education to the sons and/or daughters biological or adopted child of teachers who have met the academic requirements and still be their dependants as well as unmarried.
.,, (2) the provisions concerning the granting of further ease as referred to in paragraph (1) are governed by the respective education unit.
Article 28.,, (1) the Affairs to the funds for additional Teachers, both appointed by the Government, local governments, as well as education providers or Community Education Unit established budgeted as employees shopping or social assistance in accordance with the provisions of the legislation.
.,, (2) local governments may help extra Affairs for teachers, both appointed by the Governments and education providers or educational unit, established community.
Article 29 the Government and/or local authorities can provide additional in-kind welfare affairs to another that is controlled by a regulation of the Minister or the regulations of the head area.

The sixth Award article 30.,, (1) the teacher has the right to get the award in accordance with the work achievement, dedication, and/or served in specialized areas. (2) achievements of teachers referred to in subsection (1) may be:.,,.,, a. produce a championship winning learners the level region, national and/or international;
.,, b. produce invention and innovation learning that is recognized at the local level, national and/or international; and/or, c.., to perform tasks and duties as a teacher with a dedication that exceeds the target performance defined the unit of education.
.,, (3) outstanding Dedication as referred to in paragraph (1) may include the execution of tasks with commitment, sacrifice time, energy, and the thoughts that go far beyond the demands of the responsibilities specified in the assignment.
Article 31.,, (1) the award to the teacher can be given in the form of a sign service, promotion work achievement is incredible good, the increase of Office, money or goods, the Charter, and/or other forms of appreciation.
.,, (2) the award to the teacher as referred to in paragraph (1) may be given on the unit level of education, the village or kelurahan, kecamatan, district or city, province, national and/or international.
.,, (3) the award to the teacher may be granted in order to commemorate the anniversary of the independence of the Republic of Indonesia, the anniversary of the birthday of the province, district or city, birthday unit education, national education day, National Teacher day, and/or another great day.
.,, (4) the award referred to in subsection (1) may be given by the head of the education unit, the village chief, head, Governor or mayor, Governor, Minister, President, and/or international institutions.

.,, (5) the award referred to in subsection (1) may be granted by the community in accordance with the provisions of the legislation.
.,, (6) the provisions concerning the form and the granting of the award referred to in subsection (1) and paragraph (2) was carried out in accordance with the provisions of the legislation.
Article 32 promotion achievements extraordinary work as good as stipulated in article 31 paragraph (1) may be given to the teacher who has tremendous good work achievement and exceptional dedication.

Article 33 teachers who served in specialized areas can be given additional credit equivalent figures for promotion to higher-level 1 (one) time during his career as a teacher.

Article 34.,, (1) the teacher who died in carrying out the task of education have the right to get the award in accordance with the provisions of the legislation.
.,, (2) the award to the teacher who fell as referred to in paragraph (1) may be granted by the Government, local governments, communities, professional organizations, and/or educational unit.
.,, (3) the County Government or the city is obligated to provide for funeral expenses and/or travel costs for the funeral of the teacher who fell in the area.
.,, (4) the provision of more about teachers who fall as intended in paragraph (1) to paragraph (3) subject to the regulations of the Minister.
Article 35 as a tribute to teachers, the Government set on 25 November as National Teacher Day.

Part Seven Promotion Article 36.,, (1) in carrying out the task keprofesionalan, teachers are entitled to a promotion in accordance with the duties and work achievement.
.,, (2) Promotion as mentioned in subsection (1) include the promotion and/or tenure level increases functional.
The eighth part of the judgments, rewards, and sanctions by the teacher to the Learner Article 37.,, (1) Teachers have the freedom to give an assessment of the learning outcomes to participants of his protégé.
.,, (2) the assessment referred to in subsection (1) is carried out in accordance with the standard educational assessment is governed by legislation.
.,, (3) Teachers join determine graduation students of the educational unit in accordance with the provisions of the legislation.
Article 38, (1) Teachers have the freedom to give the prize to his protégé participants associated with academic achievement and/or achievement nonakademik.
.,, (2) academic achievement referred to in subsection (1) include the achievement of exceptional students in the mastery of one or more subjects or groups of subjects, including the commendable behaviour conditioning and exemplary for the subjects of religion and morals as well as the noble group of subjects of citizenship and personality.
.,, (3) the achievements of the nonakademik referred to in subsection (1) is the achievement of exceptional students in co-curricular activities.
Article 39.,, (1) Teachers have the freedom to give sanction to the participants his protégé who violate norms of morality, religion, norms of decency norms, written or unwritten rules that are assigned the teacher education unit level, regulations, and laws and regulations in the process of learning under those powers.
.,, (2) the sanctions referred to in paragraph (1) can be either a reprimand or warning, either oral or writing, as well as didactic penalties in accordance with the methods of education, teachers ' code of ethics, and laws and regulations.
.,, (3) a violation of regulation units of education carried out by learners who are giving of sanksinya is outside the authority of the teacher, the teacher reported it to the master unit of education.
.,, (4) violation of laws and regulations made by learners, Teachers reported to his unit leader education for follow up in accordance with the provisions of the legislation.
The ninth section protection in carrying out the duties and Rights of intellectual property, article 40, (1) a teacher is entitled to protection in the undertaking in the form of a sense of security and safety guarantees from the Government, local authorities, education, professional organizations, and/or the community in accordance with their respective authority.
.,, (2) a sense of security and guarantee safety in carrying out the tasks referred to in subsection (1) is obtained through protection:.,, a. law;

b. profession; and c. a work safety and health.
.,, (3) community, the Organization of the teaching profession, the Government or the local authorities can help each other in providing protection as referred to in paragraph (1).
Article 41.,, (1) Teachers are entitled to legal protection from acts of violence, threats, intimidation, discrimination, or unfair treatment of the learners, parents of learners, communities, bureaucracy, or other parties.
.,, (2) a teacher is entitled to the protection of the profession against termination of employment relationships which do not comply with the provisions of the legislation, the granting of rewards are not reasonable, the limitation in conveying the views, the profession, and restrictions or other restrictions may inhibit Teachers in carrying out the task.
.,, (3) a teacher is entitled to the protection of the safety and health of work from a unit of education and educational units against the organizers of the risk of impaired job security, work accidents, work at the time of the fire, natural disasters, environmental health work and/or other risks.
Article 42 Teachers obtain protection in the exercise of intellectual property rights in accordance with the provisions of the legislation.

The tenth section Access Utilizes the learning infrastructure and facilities Article 43.,, (1) the teacher has the right to obtain access to utilize the infrastructure of learning provided by the unit of education, education providers, local governments, and the Government.
.,, (2) in utilizing the learning infrastructure and facilities referred to in subsection (1) the teacher is obliged to obey the rules set by the unit of education, education providers, local governments, and the Government.
.,, (3) a regulation referred to in subsection (2) does not negate the right of teachers to gain access to utilize the infrastructure of learning.
The eleventh section of the freedom of Association in the Organization of the profession Article 44 (1) Teachers have the freedom to Assembly in the Organization of the profession.
.,, (2) freedom of Association in the Organization of the profession referred to in paragraph (1) was carried out with still give priority to implementation of the learning process that becomes his responsibility.
Part Twelve Chance plays a role in the determination of education policy Article 45.,, (1) the teacher has the opportunity to play a role in the determination of education policy at the level of:., educational units, a.;

b. the county or city;

c. the province; and d. nationwide.
.,, (2) the opportunity to play a role in the determination of education policy at the unit level as referred to in paragraph (1) letter a include:.,, a. drafting curriculum unit level education and the syllables;

b. the determination of the calendar unit level education in education;

c. preparation of the strategic plan;., d., the delivery of the opinion of the accept or reject reports of income and expenditure budget accountability for school; e. preparation of the annual budget of the education unit;

f. the formulation of acceptance criteria for new learners;., g., the formulation of criteria for graduation students of the educational unit in accordance with the provisions of the legislation; and, h.., determination of a textbook lesson in accordance with the provisions of the legislation.
.,, (3) an opportunity to play a role in the determination of education policy at the city or district level as mentioned in subsection (1) letter b include advice or written or oral in consideration:.,, a. drafting of legislation in the field of education;

b. preparation of the strategic plan for education; and c. the operational policies of the education district or city.
.,, (4) the opportunity to play a role in the determination of education policy at the national level as referred to in paragraph (1) letter d include advice or written or oral in consideration:.,, a. drafting of legislation in the field of education;

b. preparation of the strategic plan for education; and c. the operational policies of the national level of education.
.,, (5) advice or written or oral consideration referred to in subsection (3), subsection (4), and subsection (5) is delivered either by individual, group, or through the Organization of the teaching profession, in accordance with the provisions of the legislation.
The thirteenth section of the development and improvement of Academic Qualifications, competence, and Keprofesian Teacher Article 46 Teachers have the opportunity to develop and enhance the academic qualification and competencies, as well as to obtain training and professional development in the field.

Article 47.,, (1) the development and enhancement of the Academic Qualifications for teachers who do not yet qualify for S-1 or D-IV done in order to meet the conditions as referred to in article 5 paragraph (2).
.,, (2) teachers who already qualify for S-1 or D-IV can do the development and improvement of the above Academic Qualifications as stipulated in article 5 paragraph (2).
.,, (3) development and improvement of competence for teachers who do not yet have a certificate of Educators is carried out in order to meet the provisions referred to in article 3.
.,, (4) development and improvement of competence for teachers who already have a certificate Educators do in order to keep the competence of keprofesiannya fixed in accordance with the development of science, technology, arts and culture and/or sports.

.,, (5) the Government and/or local government provides the budget for the development and improvement of academic Qualification and competence as referred to in paragraph (1), subsection (3), and subsection (4).
Article 48.,, (1) the development and improvement of Teacher competence as stipulated in article 47 paragraph (4) is carried out through a system of coaching and development keprofesian sustainable Teacher associated with obtaining a credit term of functional numbers.
.,, (2) activities to obtain the number of functional Office credit referred to in subsection (1) is obtained through at least the Teacher:.,,.,, a. teacher's collective activities that enhance competency and/or keprofesian Teachers; b. education and training;

c. pemagangan;

d. scientific publications over research results or innovative idea;

e. innovative works;

f. presentations on scientific forums;., g., the publication of a textbook lesson escaped assessment by National Education standards body; h. enrichment book publication;

i. teacher's Guidebook publication;., j., publications on special education field experience and/or education special services; and/or, k.., in recognition of achievement or dedication as a teacher given by the Government or local government.
.,, (3) further Provisions on the system of the construction and development keprofesian sustainable Teacher as referred to in paragraph (1) and paragraph (2) subject to the regulations of the Minister.
Article 49 the development and improvement of academic qualification, competency, and keprofesian Teachers by the teachers in the Office as stipulated in article 46, article 47 and article 48 done keeping in doing their job.

Article 50 Leave the fourteenth section.,, (1) the teacher who was appointed the Government or local Government has the right to obtain leave of absence in accordance with the provisions of the legislation.
.,, (2) teacher who is appointed educational unit organized by the Society has the right to obtain leave of absence in accordance with the Agreement or the agreement of joint work.
Article 51.,, (1) in addition to the leave of absence referred to in article 50, the teacher can obtain leave of absence in order to study the development of keprofesian, the longest 6 (six) months, with fixed gain rights to full salary.
.,, (2) the leave of absence of a study as referred to in paragraph (1) may be given to teachers who have met the academic qualification and has a certificate of educators.
.,, (3) Leave the study referred to in paragraph (1) may be made periodically to the teacher every 6 (six) years counted since concerned meets the conditions referred to in subsection (2). (4) the leave of absence of a study as referred to in subsection (1) is used by teachers to:.,, a. research;

b. writing books;

c. work practices in the world of business or industry that are relevant to its work;

d. training that is relevant to its work;

e. community services; and/or internship at f. units of other education on its own initiative.
.,, (5) the provisions on paid leave study for the development of keprofesian as mentioned in subsection (1) is controlled by a regulation of the Minister.
CHAPTER IV the WORKLOAD of article 52 (1) of the workload of the teachers include staple events:.,, a. learning plan;

b. implementing the learning;

c. Assessing learning outcomes;

d. Guide and train the learners; and, e. carry out additional tasks inherent in the implementation of the activities of the principal in accordance with the workload of teachers.
.,, (2) the workload of teachers referred to in paragraph (1) of at least fulfill the 24 (twenty-four) hours of face-to-face and at most 40 (forty) minutes face-to-face in 1 (one) week at one or more units of educational establishment that has permission from the Government or local government.
.,, (3) fulfillment of the workload at least 24 (twenty-four) hours of face-to-face and at most 40 (forty) minutes face-to-face in 1 (one) week as referred to in paragraph (2) was carried out with the provision of at least 6 (six) hours, face-to-face in 1 (one) week on the units of education places his duties as a teacher.
Article 53 the Minister may establish the equivalence of the workload to meet the conditions of the work load as stipulated in article 52 paragraph (2) and paragraph (3) for the Teacher: a. served on special education services unit;

b. Special berkeahlian; and/or c. required on the basis of considerations of national interest.

Article 54.,, (1) the head of the education unit of workload to obtain allowances for additional professions and Affairs is at least 6 (six) hours, face-to-face in 1 (one) week or guide of 40 (forty) learners for head unit comes from the education guidance and counselling Teachers or counselors.
.,, (2) the Deputy Head of the unit of workload of Education Affairs to obtain additional professions and allowances are at least 12 (twelve) hours of face-to-face in 1 (one) week or guide 80 (eighty) learners for the Deputy Head of the education unit that comes from guidance and counselling Teachers or counselors.
.,, (3) workload is the Chairman of the educational units of the program obtain allowances for additional professions and affairs are at least 12 (twelve) hours of face-to-face in one (1) week.
.,, (4) workload head library education units which gain benefits the profession and affairs are at least 12 (twelve) hours of face-to-face in one (1) week.
.,, (5) the workload of the laboratory head, workshop, or production unit which acquired the education allowance unit profession and affairs are at least 12 (twelve) hours of face-to-face in one (1) week.
.,, (6) the workload of teacher guidance and counseling or counselors who obtain allowances for additional professions and affairs are guidance and counselling educates at least 150 (one hundred fifty) students per year at one or more units of education.
.,, (7) workload supervisor of special education units on which hosts educational inclusion or integrated education obtain allowances for additional professions and Affairs is at least 6 (six) hours, face-to-face in one (1) week.
.,, (8) workload unit supervisor education, overseer of the subjects, or watchdog groups of subjects in performing supervision and professional training of teachers and supervision equivalent to at least 24 (twenty-four) hours of face-to-face learning in 1 (one) week.
.,, (9) further Provisions on the supervisory workload equivalent to 24 (twenty-four) hours of face-to-face as referred to in paragraph (8) specified by the Minister.
Chapter V COMPULSORY WORK and the PATTERN of BOND Article 55.,, (1) in case of emergency, the Government can impose mandatory conditions of work to the teacher and/or other Indonesia citizens who meet the academic qualification and competence to perform the duties as a teacher in a Special Area in the territory of a unitary State of Republic Indonesia.
.,, (2) a citizen of Indonesia as intended in paragraph (1) is a citizen in addition to teacher:.,, a. have Academic Qualifications of S-1 or D-IV; and, b. the following training in the field of teacher training held a Government or local government.
.,, (3) Mandatory employment referred to in subsection (1) is the implementation of tasks as a teacher with the longest period of 1 (one) year.
.,, (4) assignment of the citizen as a teacher within the framework of compulsory work as intended in paragraph (1) is designated by the Minister having regard to the proposal or consideration of local governments.
.,, (5) citizens in addition to Teachers assigned to undergo compulsory work as intended in paragraph (3) obtain allowances equivalent of allowances, benefits, functional, professions and special allowances for duties as a teacher.
Article 56.,, (1) the Government and/or local governments may set the pattern of bond for prospective Teachers to meet the national education development interests or the interests of regional development.
.,, (2) the pattern of bond for prospective Teachers referred to in subsection (1) includes Government bond pattern or patterns of local government bond.
.,, (3) the pattern of Government bond for prospective Teachers referred to in paragraph (2) was carried out to:.,,.,, a. meets the needs of Teachers in educational units organized government;
.,, b. national will meet the needs of Teachers who are capable of learning educates on educational units are becoming an international and/or based on local advantages;
.,, c. national will meet the needs of potential dikader for teachers who became head of the education unit and/or educational unit supervisor, overseer of the subjects, a watchdog group of subjects; or d. meet the Teacher shortage projections nationally.
.,, (4) the pattern of local government bond for prospective Teachers referred to in paragraph (2) was carried out to:.,,.,, a. meets the needs of Teachers in educational units organized local governments;
.,, b. meets the needs of the area will be capable of learning educates Teachers on educational units which are to become an international and/or based on local advantages;
.,, c. meet the needs of the area will be a potential for Teacher dikader became the head of the education unit and/or educational unit supervisor, overseer of the subjects, a watchdog group of subjects; or d. meet the projections lack Teachers in the regions concerned.
Article 57.,, (1) Candidates who will follow the education bond must sign a written statement part of her willingness to become a civil servant and placed in the territory of a unitary State of Republic Indonesia.

.,, (2) the Government and/or the local government in accordance with its raised the prospective Teachers who have completed the education bond became a civil servant in accordance with the provisions of the legislation, and placing it in accordance with the provisions referred to in paragraph (1).
.,, (3) Service Teacher bond adapt to the provisions of the legislation.
CHAPTER VI adoption, placement, and TRANSFER part of the Union of adoption and placement in an educational Unit Article 58.,, (1) the appointment and placement of Teachers appointed by the Government, and/or local government is carried out in accordance with the provisions of the legislation.
.,, (2) coordinating the Planning Department do need Teachers nationwide in order of appointment and placement of Teachers referred to in paragraph (1).
.,, (3) Planning needs of Teachers nationally as referred to in paragraph (2) was performed taking into account the equitable distribution between Teacher Education Unit that held the local government and the community, or the city of antarkabupaten, and antarprovinsi, including the need for teachers in specialized areas.
Article 59.,, (1) teacher who is appointed by the Government or local authorities obliged to sign a statement of willingness to be assigned Special Areas in the shortest bit for 2 (two) years.
.,, (2) teacher who is appointed by the Government or local authorities who had served as referred to in paragraph (1) has the right to move the task after substitute Teachers available.
.,, (3) in the event of a vacancy of a teacher, the Government or local government is obliged to provide a substitute Teacher to ensure the sustainability of the learning process in educational units are concerned.
Article 60.,, (1) teacher who is appointed by the Government or local government and served on the Special Area is entitled to the Home Office that meets the eligibility standard huni according to the provisions of legislation are provided by the local authorities in accordance with those powers.
.,, (2) the Home Office referred to in subsection (1) is used for the concerned Teacher on duty in the area.
.,, (3) the maintenance of the Home Office as referred to in paragraph (1) and paragraph (2) be the responsibility of the local authorities in accordance with those powers.
.,, (4) the right to occupy the Home Office referred to in paragraph (1) and paragraph (2) may be revoked if the Teacher in question does not carry out his obligations as a teacher as set forth in Act No. 14 of 2005 about the teachers and professors.
The second part of adoption and placement on the structural Position Article 61.,, (1) teacher who is appointed by the Government or local authorities can be placed on the structural position in accordance with the provisions of the legislation.
.,, (2) placement on structural position as referred to in paragraph (1) may be made after the concerned Teacher on duty as the shortest Teacher for 8 (eight) years.
.,, (3) a Teacher placed on structural position as referred to in paragraph (1) of the disenfranchised to obtain allowances profession, functional benefits, allowances, and Special Affairs.
.,, (4) Teacher placed on structural position as referred to in paragraph (1) can be assigned as a teacher and get back the rights of teachers in accordance with the provisions of the legislation.
.,, (5) the rights of teachers referred to in paragraph (4) in the form of allowances and benefits functional given profession of allowances and benefits functional professions based on the level of the position before the concerned Teacher placed on structural position (6) further Provisions regarding the placement of Teachers in term of structural and value on the position of Teachers referred to in subsection (1) to paragraph (5) subject to the regulations of the Minister.
The third part of article 62. Removal, Removal, (1) teacher who is appointed by the Government or local authorities can be done antarprovinsi, antarkabupaten city, antarkecamatan, or or antarsatuan education in accordance with the provisions of the legislation.
.,, (2) the transfer of teachers who are appointed by the Government or local authorities as referred to in subsection (1) is performed based on the needs of Teachers at the national level as well as at the regional level in accordance with the provisions of the legislation.
.,, (3) the transfer of Teachers appointed by the education providers or educational unit was established at the request of both the Community and the interests of education providers, was conducted on the basis of Agreements or joint work Agreement.
.,, (4) the transfer of teachers who are appointed by the Government or local authorities as referred to in subsection (1) done after the concerned Teacher on duty at the shortest education unit four (4) years, unless teachers are serving in specialized areas.
CHAPTER VII SANCTIONS Article 63.,, (1) the teacher who can not meet the Academic Qualifications, competence, and Educator Certificate referred to in article 2, for a period of 10 (ten) years as specified in article 82 paragraph (2) of the Act 14 of 2005 Number of teachers and professors after a concerned are given the opportunity to fulfill them, the loss of the right to a functional benefit or subsidy benefits functional , and affairs.
.,, (2) teachers who do not meet the obligation of implementing the learning of 24 (twenty-four) hours of face-to-face and got no exception from the Minister eliminated the right to benefit of the profession, benefits, functional or functional benefits, subsidies and extra Affairs.
.,, (3) teacher and/or citizens of Indonesia in addition to Teachers who meet Academic Qualifications and competence to perform the duties as a teacher who refused compulsory work in specialized areas as set forth in article 55 may be subject to sanction by the Government and/or regional Governments in accordance with its form:.,, a. postponement of promotion and tenure for 1 (one) year for teachers;.,, b. repeal alimony functional or functional benefits subsidies for 2 (two) years for teachers; or, c.., revocation of the right to become a teacher for the past four (4) years for citizens of Indonesia besides teachers.
.,, (4) teacher who has been implementing the provisions referred to in Section 57 subsection (1) but deny his statements are sanctioned by the Government and/or regional Governments in accordance with its form:.,, a. postponement of promotion or tenure for four (4) years;

b. discontinuance of benefits the profession over the last four (4) years;

c. discontinuance of functional benefits for 4 (four) years; or d. discontinuance of additional Affairs for four (4) years.
.,, (5) a teacher who is proven to gain Academic Qualifications as stipulated in article 5 clause (1) to paragraph (7) and/or the certificate of the educator as referred to in article 4 by way of against the law was dismissed as a teacher and must restore the entire profession perks, benefits, and rewards as a teacher who has ever received.
Article 64 community colleges that are already established as the organizer of the education profession but based on the Government's evaluation do not meet again the criteria referred to in Article 13 may be stripped of those powers to organise education profession by the Minister.

CHAPTER VIII TRANSITIONAL PROVISIONS Article 65 in the period of 10 (ten) years since the enactment of Act No. 2 of 2005 on teachers and professors:.,, a. Teacher in the Office of which has not been certified Educators obtain functional benefits or subsidies and additional allowances functional Affairs; b. teachers in the Office was given the certificate of the educator directly if:.,,.,, 1) already have an academic master's degree qualifications (S-2) or doctoral (S-3) from an accredited college in the educational field or fields of study relevant to the subjects or the subjects diampunya clumps, or classroom teacher and teacher guidance and counseling or counselors, with the least IV/b or meet equivalent cumulative credit numbers IV/b , or., .2) already had the perfect humility IV/c, or cumulative credit numbers that meet the equivalent of the IV/c.
.,, c. teachers in the Office that has possess academic qualification S-1 or D-IV are not appropriate with subjects, subjects, or the units of the diampunya education, participation in the education profession as referred to in article 6 or the competence referred to in article 9 which were done based on subjects, subjects, and/or units of education diampunya;
.,, d. teachers who meet the requirements as stipulated in article 15 paragraph (1) and paragraph (3) on the unit of education that do not meet the terms of the ratio of learners towards Teachers as stipulated in article 17 continue to receive allowances of the profession.
Article 66 In a period of 5 (five) years since the entry into force of this Regulation, a teacher in the Office who do not meet the Academic Qualifications of S-1 or D-IV, can follow in order to obtain a certificate of competence of educators in already:.,, a. reached the age of 50 (fifty) years of work experience and have 20 (twenty) years as a Professor; or.,, b. had the IV/a, or that meet the cumulative credit equivalent numbers IV/a.
Article 67 Supervisors of educational units in addition to a teacher who was appointed before the enactment of government regulation is given the opportunity within 5 (five) years in order to obtain a certificate of educators.

CHAPTER IX PROVISIONS COVER Article 68 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.

.,, Set in Jakarta on December 1, 2008 The PRESIDENT of the REPUBLIC of INDONESIA Dr. h. SUSILO BAMBANG YUDHOYONO Enacted in Jakarta on December 1, 2008 the MINISTER of LAW and human rights REPUBLIC of INDONESIA an EXTRA SHEET MATTOANGIN STATE RI No. 4941 (explanation of the 2008 State Gazette Number 194) EXPLANATION for the REGULATION of the GOVERNMENT of the REPUBLIC of INDONESIA NUMBER YEARS ABOUT TEACHER i..,, human qualities needed by Indonesia on the future of the nation is able to deal with the increasingly tight competition with other Nations in the world. The Indonesia human qualities produced through conducting an education quality by professional educators. Act No. 20 of 2003 on the national education system States that the educator is a professional. Therefore, teachers as professional educators have the functions, roles, and a very strategic position. Teachers as professionals had a vision of the present organization of learning in accordance with the principles of professionalism to meet the same rights for every citizen in obtaining quality education.
.,, Act No. 2 of 2005 on teachers and professors insist that Teachers required to have Academic Qualifications, competency, certificate of Educators, healthy physical and spiritual, and meet other qualifications required units of higher education places on duty, as well as have the ability to realize the goal of national education.
.,, To realize the functions, roles, and that position, teachers need to have Academic Qualifications, competence, and Educator Certificate which corresponds to the standards of educators. Professional teachers will produce the process and results of quality education in order to realize the people of Indonesia are smart and competitive, the man of faith and piety to God Almighty, precious, healthy, have learned, accomplished, creative, independent, as well as being a citizen of a democratic and accountable.
.,, In carrying out the task keprofesionalan, teachers must earn above the minimum necessities of life so that it has a chance to improve his professional ability. In addition, various efforts needs to be done to maximize the function and strategic role which includes the enforcement of the rights and responsibilities of teachers, coaching and career development of teachers, legal protection, protection of the profession, as well as the protection of the safety and occupational health.
.,, Strategies for the realization of the functions, roles, and the position of the teacher include:.,, 1. organizing education for improvement of Academic Qualifications, competencies, and education profession to obtain a certificate of Educators;
., ,2. the fulfillment of the rights and responsibilities of teachers as professionals in accordance with the principle of professionalism;
., ,3. conducting of strategic policy in adoption, placement, transfer, and dismissal of Teachers according to the needs, in terms of Academic Qualifications, competency, and certification is done evenly, objective, transparent, and accountable to ensure the sustainability of education;
., ,4. conducting of strategic policy in the construction and development of the teaching profession to increase professionalism and professional devotion;
., ,5. increased appreciation and guarantees protection against Teachers in the implementation of the tasks of a professional;
., ,6. the same recognition among Teachers on duty at the educational unit organized by the community with the teacher on duty at Government-organized educational units and local governments;
., ,7. strengthening the responsibilities and obligations of Governments and local governments in the realization of the attainment of the educational budget to meet the rights and responsibilities of teachers as professional educators; and 8. increased Community participation in fulfilling the rights and responsibilities of teachers.
.,, Recognition of professional standing of teachers as educators is part of the overall renewal efforts in the implementation of the national education system, paying attention to various legislation, among other things, about employment, employment, finance, and local governance.
., Teacher Educators, a certificate in Office can be acquired through education or profession competence. It is grounded by the consideration that the acquisition of competence can be done through education, training, and direct experience of the internalized reflectively.
.,, To carry out the mandate of Act No. 2 of 2005 On teachers and professors need to set government regulation of the Republic of Indonesia about the teacher.

II. For the SAKE of ARTICLE ARTICLE article 1.,, is quite clear.

Article 2, the definition of "healthier physical and spiritual" is the physical and mental health conditions that allow a teacher may perform the duties well. Physical and mental health conditions are not addressed to the disabled.

Article 3, paragraph (1).,, is quite clear. Paragraph (2).,, is quite clear. Paragraph (3),, is a "holistic nature of competence" is an integrated competence and terwujudkan in the performance of teachers.

Competence development of teachers that is holistic College is done using a basic framework and the structure of the curriculum is competency-based teacher education. Subsection (4), pedagogic Competence, for kindergarten teachers, RA, or other forms of equal ability among other things include getting to know the students in depth, mastering physical and psychological developmental profile of learners; organizes activities that trigger pertumbuhkembangan learners as a whole which includes design activities that trigger pertumbuhkembangan learners, implementation of activities that trigger the pertumbuhkembangan students, and improved on an ongoing basis.

Pedagogic competence for primary school teachers, MI, SMP, MTs, SMA, MA, CMS, MAK, or other forms of equal ability among other things, includes an understanding of learners in depth, organization of educational learning which includes the ability to design learning, implementing, assessing learning processes and learning outcomes, and make improvements on an ongoing basis. Subsection (5),, is quite clear. Paragraph (6).,, is quite clear. Paragraph (7),, letter a.,, is the mastery of subject matter includes a wide and deep mastery of other academic ability as a supporter of the professionalism of teachers, among others, do have the ability in mastering the subject matter appropriate packing and level of development of the ability of the learners as well as the level and type of education. The letter b.,, is quite clear. Subsection (8),, letter a., of other forms of formal education, the equal of TK and RA among others, Pratama Widya Pasraman, and other forms of organized by other religions. The letter b., another form of formal education, the equal of SD and MI, among others, education, elementary, Adi diniyah Vidyalaya (AV) and Sekha Culla. C., letters, any other form of formal education which is the equal of junior and MTs, among others, education, Madyama secondary diniyah Vidyalaya (MV), and Majjhima Sekha.

Other forms of formal education which is the equal of SMA and MA Education, among others, high, main diniyah Vidyalaya (UV), and Maha Sekha. D.,, is quite clear. Subsection (9), National Education Standards, the Agency is an agency which is independent and professional, in charge of assisting the Minister in developing, monitoring, and controlling the national standards of education.

Article 4, paragraph (1), a college Assignment, organizer of the Teacher Certification program for teachers under the patronage of the Department which handles the Affairs of the Government in the field of religion done by the Minister having regard to consideration of the Minister which handles the Affairs of the Government in the field of religion.

College assignment done by the principle of the balance of the amount and distribution of the location of the College, whether held by Government or by education providers or educational unit, established community.

Accredited is the recognition of academic and managerial feasibility study program. Paragraph (2).,, is quite clear.

Article 5, paragraph (1), quite obviously, subsection (2), educational personnel, educational programs are programs of higher education function organizes the procurement of teachers to early childhood education, primary education formal line, and/or secondary education, as well as developing educational programs, including science education at Faculty of tarbiyah faculty and on other similar.

Nonkependidikan education program is a program of higher education that serves to organize educational programs in the fields of pure sciences, technology, and/or art. Paragraph (3).,, is quite clear. Subsection (4), independent study, results poured in as the basis for portfolio assessment formats test ability in determining the load units of credit that must be met.

The format of the portfolio contains at least: (a) personal identification; (b) the institution of the place of work; (c) the period of employment; (d) experience; (e) performance; and (f) the attachment of supporting data. Subsection (5),, letter a., teacher training, is a type of training keprofesionalan Teachers which aims to maintain and/or improve his abilities as a teacher in accordance with the demands of the development of science, technology, art, and/or changes in the curriculum and the development of the community.

Training as mentioned can be done at the Center for the development and empowerment of educators and educational personnel, guarantee the quality of education institutions, working groups of teachers, Teacher discussion subjects, cluster, or other institutions that carry out training to enhance competence. The letter b.,, is quite clear. The letter c

, The calculation unit, the credit referred to in letter a, letter b, letter c and a maximum of 65% (sixty-five per cent). Determination of the number of units of the credit shortage that must be taken for the submission to the respective colleges.

For example, a teacher in his suitably diploma three D-III improving the qualification to the S-1 or D-IV, concerned must resolve a number of 40 (forty) units of credit. The burden of learning that can be delivered are calculated as follows: 65% x 40 semester credit units = 26 units of credit. Concerned still have to traverse a 40 credit units of semester-credit semester unit 26 = 14 units of credit.

In terms of the recognition of units of learning outcomes against semester credits, in the Centre of the development and empowerment of educators and educational personnel, quality assurance, education institution or other training institutions, the calculation of the semester credit units recognition based upon agreement between the colleges with the training institution or are based on the assessment by the College to consider information about the process of the implementation of the training and capabilities of the institution the organizers. Paragraph (6).,, is quite clear. Paragraph (7),, is quite clear. Subsection (8),, is quite clear.

Section 6.,, is quite clear.

Article 7, paragraph (1).,, is quite clear. Paragraph (2).,, for someone who would become Teachers, both set in S-1 or D-IV educational as well as S-1 or D-IV nonkependidikan, who already have a Certificate IV or Certificate-Teaching acquired before entry into force of this Regulation, and who have a diploma graduate programs (S2/S3) that corresponds to the field of study or subject, unit credit semester can be recognized as a deduction factor the load units of credit in the education profession from the burden of total units of credit education profession that must be reached.

For the teachers in the Office, both set in S-1 or D-IV educational as well as S-1 or D-IV nonkependidikan, which has had a Deed-IV, Certificate, or a certificate of teaching expertise of institution certificate profession acquired before entry into force of this Regulation, may be recognized as a deduction factor the load units of credit in the education profession from the burden of total credit units of education professions that must be reached. Paragraph (3).,, is quite clear.

Article 8, Objective refers to the process, obtaining a certificate of educators who are not discriminatory and meet the education standards.

Transparent refers to the certification process that provides opportunities to parents, community, bureaucracy or other parties to gain access to information about the Organization of the education profession and the competence of educators. Parents, community, bureaucracy or other parties is the parties directly related to the educational process in particular in the framework of the certification of educators, such as provider education profession, educators and educational, prospective learners and learners, supervisors, inspectors.

The certification process is accountable are held responsible to the parents, community, bureaucracy or other parties in administrative, financial, and academic.

Article 9, paragraph (1), the determination of the profession education program learners each year for teachers under the patronage of the Department which handles the Affairs of the Government in the field of religion done by the Minister having regard to consideration of the Minister which handles the Affairs of the Government in the field of religion. Paragraph (2).,, is quite clear. Paragraph (3), quite obviously, subsection (4),, is quite clear. Subsection (5),, is quite clear.

Article 10, paragraph (1), a certificate issued by the Educators, the College has a program of acquiring an accredited educational institution and personnel designated by the Government. Subsection (2),, is a "pass the eligibility test" is when a person is declared by a team of experts in a particular field of expertise in an assessment based on the criteria established by the Minister. Paragraph (3).,, is quite clear. Subsection (4), the registration number, the teacher is the official number of educators that issued by the Department as an Educator Certificate holder identification numbers in one or more areas of study or expertise that is different between the holders of one another. Subsection (5),, is quite clear. Subsection (6), article 11, quite clearly, is quite clear.

Article 12, paragraph (1).,, is quite clear. Subsection (2), the determination of the competence of participants is done by the principle of the balance of the amount and the distribution among teachers who are appointed by the Government, local governments, as well as the Teachers appointed by the organizer of the pendidkan or education unit that established the community.

Determination of competency test participants each year for teachers under the patronage of the Department which handles the Affairs of the Government in the field of religion done by the Minister with the consideration of the Minister which handles the Affairs of the Government in the field of religion. Paragraph (3).,, is quite clear. Subsection (4),, is quite clear. Subsection (5),, is quite clear. Paragraph (6).,, is quite clear.

Article 13, clause 14 is quite clear,.,, is quite clear.

Article 15, paragraph (1).,, is quite clear. Paragraph (2).,, is quite clear. Paragraph (3).,, letter a.,, is quite clear. The letter b.,, is quite clear. The letter c., program chair, skills or similar term used in the CMS. D.,, is quite clear. The letter e.,, is quite clear. The letter f, letter g, is quite clear., inclusion, education is education that provides the opportunity for learners to learn together with berkelainan learners normal units of general education, vocational education, religious education by providing the means, educators or educational personnel that suit their needs, where they follow a curriculum tailored to their needs. Subsection (4),, is quite clear. Subsection (5),, is quite clear. Subsection (6),, is a "unique nature" is the system of awarding number in such a way to teachers who have met the requirements so as to guarantee every Teacher registration number does not equal the number of other Teachers, as well as the guarantee of a teacher does not have more than one registration number.

Article 16,, is quite clear.

Article 17,, is quite clear.

18. Article,, is quite clear.

Article 19,, is quite clear.

Article 20.,, is quite clear.

21. Article,, is quite clear.

Section 22.,, is quite clear.

23. Article,, is quite clear.

Article 24, paragraph (1),, in ensuring the funding of additional Affairs are the responsibility of the organizer of education or the education unit founded the community, Government or local Government can help or drop the administrative sanctions to education providers or educational unit in question. Paragraph (2).,, is quite clear. Paragraph (3).,, is quite clear. Subsection (4), this provision meant that teachers do not receive excessive supplemental Affairs through more than one unit of education. Subsection (5),, is quite clear. Paragraph (6).,, is quite clear. Paragraph (7),, letter a.,, is quite clear. The letter b.,, is quite clear. The letter c., program chair, skills or similar term used in the CMS. D.,, is quite clear. The letter e.,, is quite clear. The letter f,, is quite clear. The letter g.,, is quite clear. The letter h.,, is quite clear. Subsection (8),, is quite clear. Subsection (9),, is quite clear. Paragraph (10).,, is quite clear.

25. Article,, is quite clear.

Article 26, Subparagraph a.,, which is "education allowance" is the cost of subsidies granted to teachers to improve competence and/or academic qualification.

The definition of "insurance education" is the cost of subsidies given to Teachers for additional insurance costs of education were taken for the education of children in accordance with the provisions of the legislation.

The definition of "Scholarship" is all fees given to teachers to improve competence and/or academic qualification. The letter b.,, to demonstrate that a prospective student is a son or daughter's teacher, at the time of the registration in question include: a. certificate of the principal Teacher at the place of work;

b. the birth certificate of the child; and c. the family card.

Article 27,, is quite clear.

28. Article,, is quite clear.

29. Article,, is quite clear.

Article 30.,, is quite clear.

31. Article,, is quite clear.

Article 32., outstanding work Achievements, good news is a very prominent labor achievements, which significantly acknowledged in his working environment, so that the civil servant in question obviously becomes an example for employees lainnyaPasal 33 is quite clear.

34. Article,, is quite clear.

35. Article,, is quite clear.

36. Article,, is quite clear.

37. Article,, is quite clear.

38. Article,, is quite clear.

39. Article,, is quite clear.

Article 40.,, is quite clear.

41. Article,, is quite clear.

42. Article,, is quite clear.

43. Article,, is quite clear.

44. Article,, is quite clear.

45. Article,, is quite clear.

46. Article,, is quite clear.

Article 47, paragraph (1).,, is quite clear. Paragraph (2).,, is quite clear. Paragraph (3), quite obviously, subsection (4), competency development and improvement, Teachers conducted in various activities organized keprofesionalan among others through working groups of teachers, Teachers of subjects of deliberation, the Working Group's Deliberations, and Superintendents Work School Superintendent. Subsection (5),, is quite clear.

48. Article,, is quite clear.

49. Article,, is quite clear.

Article 50.,, is quite clear.

Article 51, paragraph (1), the definition of "salary" includes a salary, allowance attached to salary, and other income in the form of allowances, benefits, functional profession Affairs additional and/or special allowances. Paragraph (2).,, is quite clear. Paragraph (3).,, is quite clear. Subsection (4),, is quite clear. Subsection (5),, is quite clear.

Article 52, paragraph (1), letter a,.,, is quite clear. The letter b.,, is quite clear. The letters c, a, is quite clear. D.,, is quite clear. The letter e, the definition of "additional duties", for example, became the pembina, supervising the activities of the scientific work of teens, and teachers picket. Paragraph (2)

., Face to face, the term applies to the implementation of Teacher workload associated with the implementation of learning.

The workload of teachers to carry out the study at least 24 (twenty-four) hours of face-to-face and at most 40 (forty) minutes face-to-face in 1 (one) week is part of working hours working hours as an employee of that overall at least 37.5 (thirty-seven comma five) hours of work in one (1) week.

Teachers Still are not able to meet the work load at least 24 (twenty-four) hours of face-to-face and at most 40 (forty) minutes face-to-face in 1 (one) week on the educational unit where he was appointed as the teacher remains, can meet the workload by teaching at school or madrassa in accordance with diampunya subjects. Paragraph (3).,, is quite clear.

53. Article,, is quite clear.

Article 54, paragraph (1).,, is quite clear. Paragraph (2).,, is quite clear. Paragraph (3).,, is quite clear. Subsection (4),, is quite clear. Subsection (5), quite obviously, subsection (6), Educates, guidance and counselling services include the giving of attention, direction, and control, as well as the supervision to at least 150 (one hundred fifty) learners, which can be implemented in the form of a scheduled face-to-face services in class and individual or group services for those who need and require. Paragraph (7),, is quite clear. Subsection (8),, is quite clear. Subsection (9),, is quite clear.

Article 55, paragraph (1),, is a "State of emergency" is an extraordinary situation which occurs in specialized areas caused by natural disasters, social catastrophes, or any other situation which resulted in a scarcity of Teachers so that the learning process cannot be completed normally appropriate education standards. Paragraph (2).,, is quite clear. Paragraph (3).,, is quite clear. Subsection (4),, is quite clear. Subsection (5),, is quite clear.

56. Article,, is quite clear.

57. Article,, is quite clear.

58. Article,, is quite clear.

59. Article,, is quite clear.

Article 60.,, is quite clear.

61. Article,, is quite clear.

62. Article,, is quite clear.

63. Article,, is quite clear.

64. Article,, is quite clear.

65. Article,, is quite clear.

66. Article,, is quite clear.

67. Article,, is quite clear.

68. Article,, is quite clear