Mapping and Supervision of the Faculty of Education has the task of carrying out quality mapping and supervision of educational units, development of mapping model and supervision of education quality, and the management and development of educational quality information systems base, secondary education and primary and secondary education equality education.
Section 10
In performing the task as referred to in Article 9, the Mapping and Supervision Field of Education organizes functions:
a. mapping of basic education quality, secondary education, and primary and secondary education equality education;
B. development of primary and primary education quality mapping model, secondary education, and primary and secondary education equality education;
c. supervision of the basic education unit, secondary education, and primary and secondary education equality education in the saluation of the quality of education;
D. the management and development of basic and secondary education quality information systems, secondary education, and secondary and secondary education equality education;
e. the implementation of partnerships in the field of mapping and supervision of the quality of education; and
f. evaluation of the execution of quality mapping and supervision of the basic education unit, secondary education, and primary and secondary education equality education.
Section 11
The Education and Supervision Field of Education consists of:
a. Education Quality mapping section; and
B. The Educational Quality Supervision Section.
Section 12
(1) Education Quality Mapping has the task of mapping and development of the model, management and development of information systems, partnerships and evaluation of basic education quality mapping, secondary education, and equality education Primary and secondary education.
(2) The Supervision Section of the Mutu Education has the task of conducting supervision, model development, and the partnership of implementation of the supervision of the basic education unit, secondary education, and the education of primary and secondary education equality in the quality of quality Education.
Section 13
The field of facilitating the improvement of the quality of education has the task of implementing the increased quality of education, the development of quality assurance models, and partnerships in the areas of basic education, secondary education, and education. Primary and secondary education equality.
Section 14
In performing the tasks referred to in Section 13, the Educational Quality Improvement field is organizing a function:
a. facilitate improvement of the quality of basic education, secondary education, and primary and secondary education equality education;
B. development of basic education quality model development, secondary education and primary and secondary education equality education;
c. development and implementation of basic and secondary education quality assurance partnerships, secondary education, and secondary and secondary education equality education; and
D. evaluation of implementation of the facilitation of the increased quality of primary education, secondary education, and primary and secondary education equality education.
Section 15
The Educational Quality facilitation field consists of:
a. Basic Education Section; and
B. Middle Education Section.
Section 16
(1) Basic Education Section has the task of conducting quality enhancers, development of quality assurance model, development and execution of education quality partnership and evaluation of the improvement of basic education and education quality Basic education equality.
(2) The Secondary Education Section has the task of facilitating quality improvement, quality assurance model development, development and execution of middle education quality partnerships and secondary education equality education.
Section 17
(1) The functional office group as referred to in Article 4 of the letter e has the task of performing activities in accordance with the tasks of each functional office under the laws.
(2) The functional office group consists of a number of functional positions that are divided into groups according to the field of its activities.
(3) Any functional office group as referred to in paragraph (1) is coordinated by a functional official appointed by and responsible to the Chief LPMP.
(4) The type and number of functional posts as referred to in paragraph (2) are determined based on the needs and workload.
(5) The task, type and type of functional office are set in accordance with the laws.
BAB III
ETHIZATION
Section 18
(1) The chief LPMP is the structural position of the II.b echelon.
(2) The Head of Section and Head of the Field is the structural office of the eselon
III. B.
(3) Subsection Chief and Section Chief is the structural post of IV.b.
BAB IV
NOMENCLATURE, LOCATION, AND WORK REGION
Section 19
The nomenclature, location, and workspace of the LPMP as referred to in Section 4 are listed in the Attachment which is an inseparable part of the Regulation of this Minister.
BAB V
WORK LAYOUT
Section 20
In performing the tasks and functions as referred to in Section 2 and Section 3 of the LPMP coordinate with the organizational unit in the Ministry of Education and Culture, provincial government, county government, municipal government, and education high.
Section 21
Each work unit assists the Chief LPMP in carrying out tasks in their respective fields of duty.
Section 22
Each member of the organizational unit and functional position group in performing its duties is mandatory:
a. implement the coordination, integration, and synchronization principles, as well as good cooperation in the internal and external environments of the LPMP;
B. carrying out performane="text-align: center;">
Section 7
The General Part consists of:
a. Subsections Tata Effort and Home;
B. The subsections of Tatalaksana and the Keworkforce; and
C. Planning and budgeting subsections.
Section 8
(1) The Subsection of the Order and the Home of the Household has the task of conducting the affairs of the Sura, the library, the library, the household, and the equipment.
(2) Subsection Tatalaksana and Keservants have the task of doing the affairs of the past and the employment.
(3) The Planning and Budgeting Subsection has the task of conducting setup of plans, programs, and budgets, as well as financing, treasury, and evaluation of budget execution as well as the LPMP's report.
Section 9
ce accountability; and
c. reporting activities that may be responsible to your superiors in a single level.
Section 23
Each work unit leader is required to oversee its respective subordinates and in the event of an aberration in order to take the necessary steps in accordance with the laws.
Section 24
Each organizational unit leader in the LPMP's environment is responsible for leading and coordinating their respective subordinates and providing guidance as well as instructions for the execution of subordinate tasks.
Section 25
Each member of the organizational unit is required to follow and adhere to the directions, be accountable to their respective superiors, and deliver the report periodically in time.
Section 26
Each report received by the leader of the organizational unit of the subordinate is required to be processed and used as a further report composition material and to provide instructions to the subordinate.
Section 27
In carrying out the task of each organization unit leader is assisted by the head of the work unit under it and in order to provide guidance to the respective subordinates each must hold a periodic meeting.
Section 28
In performing the tasks and functions, the Chief LPMP is required to submit a report to the Head of the Human Resources Development Board of Education and Culture and the Assurance of the Education Mutu by busan to the leadership of the organization unit functional has a working relationship with LPMP.
Section 29
The head of the LPMP delivers the results of the quality mapping of primary education and secondary education, education equality of primary education and secondary education, as well as supervision and the facilitation of educational resources to the government. province, the county government, and the municipal government.
BAB VI
OTHER LAIN-CONDITIONS
Section 30
The details of the work of the work unit as a guarantor of the duties and functions in the Regulation of the Minister are further laid out in the Education and Culture Ministers ' Regulations.
BAB VII
THE TRANSITION PROVISION
Section 31
All duties and functions as the implementation of the Regulation of the Minister of National Education No. 66 of 2008 on the Organization and the Working Services of the Education Mutu Institute of West Sumatra Education, Central Java Education Mutu Institute, and the Institute of Education South Sulawesi's Educational Quality Assurance is still in place until the task and function is based on provisions in this Minister's Rule.
BAB VIII
CLOSING PROVISIONS
Section 32
With the enactment of the Regulation of this Minister, the Regulation of the Minister of National Education No. 66 of 2008 on the Organization and the Working Services of the Education Mutu Institute of West Sumatra, Central Java Education Mutu Institute, and the Institute of Education South Sulawesi ' s Education Quality Assurance is declared not valid.
Section 33
The organizational and organizational changes set forth in the Ordinance of the Minister are established by the Minister of Education and Culture after receiving written approval from the Minister responsible in the field of the country's apparatus.
Section 34
The Minister ' s rules are beginning to apply to the date of the undrased.
In order for everyone to know it, order the invitational of the Minister's Regulation with its placement in the News of the Republic of Indonesia.
Set in Jakarta
on June 4, 2012
MINISTER OF EDUCATION AND CULTURE
REPUBLIC OF INDONESIA,
MOHAMMAD NOAH
Promulgated in Jakarta
on June 7, 2012
MINISTER OF LAW AND HUMAN RIGHTS
REPUBLIC OF INDONESIA,
AMIR SYAMSUDIN
