Key Benefits:
CITY SECTION DEPOK
NO. 08 TH. 2010
MUNICIPAL REGULATION OF DEPOK CITY NUMBER 08 2010
ABOUT MANAGEMENT AND THE HOSTING OF EDUCATION
WITH THE GRACE OF THE GOD ALMIGHTY THE MAYOR OF DEPOK,
DRAW: a. that under Act No. 20 of 2003, the system
education should be able to guarantee educational opportunity alignment,
quality improvement as well as the relevance and efficiency of education management
to face the challenges accordingly with the change demands
local, national, and global life so it needs to be done
the education renewal is planned, directionally, and
continuity;
b. that in order to exercise the education system as
referred to in the letter a, the development vision of the SDM in the City is directed to
generating the formation of a religious, creative soul, having
the skill or competence of the specific, entreated and love capabilities
environment;
c. that under the Law Number 32 Year 2004
about the Local Government as amended with the Invite-
Invite Number 12 Year 2008 jo. Government Regulation No. 38
Year 2007 jo. Section 29 of the paragraph (2) of Government Regulation No. 17 of the Year
2010 on Governing And Education, policy
The area of education is poured in the Regional Regulations;
d. that based on consideration as specified in
the letter a, and the letter b, and the letter c needs to be specified the Regional Rule
on Management and the Hosting of Education; Given ...
Given: 1. Law No. 15 Year 1999 on Establishment of the Municipality
Level II Depok and Regional Municipality Cilegon Region
(sheet state of the Republic of Indonesia 1999 No. 49, Supplement
sheet of State of the Republic of Indonesia Indonesia Number 3851)
2. Law No. 28 of 1999 on the State of the Union
Clean and Free of Corruption, Collution and Nepotism (Sheet
The State Of The Republic Of Indonesia In 1999 Number 75, Extra Sheet
The State Of The Republic Of Indonesia Number 3839);
3. Law No. 23 Year 2002 on Child Protection
Sheet of State of the Republic of Indonesia in 2002 No. 109, Supplement
sheet of state of the Republic of Indonesia No. 4235);
4. Law Number 20 Of 2003 On The Education System
National (sheet Of State Of The Republic Of Indonesia In 2003 Number 78,
Additional Sheet State Number 4301);
5. Law Number 10 of the Year 2004 on the Establishment of Regulation
legislation (sheet state of the Republic of Indonesia in 2004
No. 53, Additional Gazette of the Republic of Indonesia
Number 4389);
6. Law No. 32 of the Year 2004 on Local Government
(Indonesian Republic of 2004 Gazette Number 125 Additional
Republic of the Republic of Indonesia Number 4437) as has been
several times changed last with Law Number 12 of the Year
2008 on the Second Amendment to the Law Number 32 Year
2004 on Local Government (Republican Gazette
Indonesia 2008 Number 125, Additional Gazette Republic)
Indonesia Number 4844);
7. Law No. 33 of 2004 on Financial Balance
Between the Central Government and the Local Government (State Sheet
Republic of Indonesia 2004 No. 126, Additional Sheet Country
Republic Indonesia Number 4438);
8. Government Regulation No. 19 of 2005 on National Standards
Education (State Gazette of the Republic of Indonesia Year 2005 Number,
Additional Gazette Republic of Indonesia Number);
9. Rules ...
9. Government Regulation No. 38 of 2007 on the Sections of Affairs
Government between Government, Provincial Government and
District/City Government (Republican Gazette
Indonesia Tahun 2007 Number 82), "Indonesia Number 4737");
10. Government Regulation No. 47 of 2008 on Compulsory Learning
(Sheet State Repulic Indonesia 2008 Number 90, Supplement
sheet State Of Republic Indonesia Number 4863);
11. Government Regulation No. 48 of 2008 on Financing
Education (State Sheet Of The Republic Of Indonesia 2008 Number 91,
Additional Gazette Republic Of Indonesia Number 4864);
12. Government Regulation No. 74 of 2008 on Teachers (Sheet
State of the Republic of Indonesia 2008 Number 194, Additional Sheet
State of the Republic of Indonesia Number 4941);
13. Government Regulation No. 17 of 2010 on Management and
Host of Education (State Gazette of the Republic of Indonesia
2010 No. 23, Additional Gazette of the Republic of Indonesia
Number 5105);
14. National Education Minister's Law Number 63 of 2009 on
The Education Mutu Assurance System;
15. Finance Minister Regulation No. 84 /PMK.07/ 2009 on Alocation
Budget Shopping Function Education In Revenue Budget and
Regional Shopping;
16. City Regional Regulation No. 01 of 2008 on Plan
Regional Long-term Development (RPJPD) City Depok Year
2006-2025 (Gazette City Area Depok 2008 Number 01);
17. City Area Law Depok Number 07 In 2008 on Affairs
Wajib Government and Choice Governing Government Authority
City Of Depok (City Area Of Depok Years 2008 Number 07);
18. City Area Law Depok Number 08 2008 on Organization
Area Device (City Area Gazette 2008
Number 08);
With ...
With the Joint Agreement
THE PEOPLE REPRESENTATIVE COUNCIL OF THE CITY OF DEPOK AND
MAYOR DEPOK DECIDED: Set Out: Area Regulations On Management And
HOSTING EDUCATION. BAB I provisions of UMUM Article 1 In this Region Regulation referred to: 1. The city is Depok City. 2. The Government of the City is the Government of Depok. 3. The mayor is Mayor Depok. 4. The Regional Device Organization is the City Regional Device Organization
Depok which consists of the Regional Secretariat, Council Secretariat, Service
Regions, Regional Technical Instituts, Subdistrict, and Kelurahan in the City
depok.
5. Service is an area device responsible for education.
6. Education is a conscious and planned effort to realize the learning atmosphere and learning process for active learers
developing their potential for a spiritual power
religion, self-control, personality, intelligence, noble akhlak,
as well as the necessary skills of him, society, nation and
country, which is hosted in Depok City.
7. Education management is the setting up of authority in the holding of the national education system by the Government, government
provinces, county/city governments, education organizers who
established society, and units education for the education process
can take place in accordance with the national educational purpose.
8. Holding ...
8. An educational institution is a component of the educational system component of a unit or educational program on the line,
the crane, and the type of education for the educational process to take place
in accordance with the purpose of education. national.
9. An educational path is a vehicle that is trained to develop self-potential in an educational process that is appropriate
with an educational purpose.
10. Educational level is the educational stage set based on the level of development of learers, the goals that will be
achieved, and the capabilities developed.
11. The type of education is a group based on the educational purpose of an education unit.
12. An educational unit is a group of educational services that organizes education on formal, nonformal, and informal lines
on any kind of education and type of education.
13. Early child education is a coaching effort aimed at children from birth to six years of age, which is done
through educational stimuli to aid growth
and physical development and development. It is spiritual that the child has a readiness in
entering further education.
14. Kindergarten is one of the forms of an early child education unit on the formal education line that
organizes educational programs for children ages 4 (four) years
up to 6 (six) years.
15. Raudhatul Athfal subsequently called RA is one of the forms of an early child education unit on the formal educational path that
organizes an Islamic religious education program for children ages 4
(four) years up to 6 (six) years.
16. Formal education is a structured and structured educational path consisting of primary education and secondary education.
17. Education ...
17. Primary education is the educational level on the formal educational path of secondary education, which is organized
in the Basic School of Education and the Ibtidaiyah Madrasah
or other forms of education. equal as well as one continuity unity
education on the Secondary School-shaped education units
First and Madrasah Tsanawiyah, or other forms are equal.
18. The primary school, called SD, is one of the formal forms of educational units that organizes general education in the
primary education level.
19. Ibtidaiyah Madrasah later called MI is one of the forms of the formal education unit that organizes general education
with the Islamic religious peculiarities in the primary education level
binaan the Department of Religion.
20. The first secondary school to be called SMP is one of the forms of formal educational units that organizes education
in general education as a continuation of SD, MI or
other forms of equal form.
21. Madrasah Tsanawiyah further called MTs is one of the forms of the formal education unit that organizes education
in general with the Islamic religious peculiarces
as a continuation of SD, MI or the Other forms are equal.
22. Secondary education is advanced education on formal educational lines which are advanced basic education, shaped
High School (SMA), Madrasah Aliyah (MA), School
Vocational Vocational (SMK), and Madrasah Vocational Aliyah (MAK) or
other forms are equal.
23. The next high school called high school is one of the forms of the formal education unit that organizes education
in the middle of secondary education as a continuation of junior high school,
MTs, or other forms of equal.
24. Madrasah ...
24. The later Aliyah madrassa is one of the formal forms of educational units that organizes general education
with Islamic religious peculiaration on secondary education
as a continuation of SMP, MTs, or form others equal inside
binaan Department of Religion.
25. The next vocational high school called SMK is one of the forms of the formal education unit that organizes education
vocational education in secondary education as a continuation of SMP,
MTs, or other forms that Equal.
26. The Vocational Aliyah Madrasah which is henceforth MAK is one of the forms of the formal education unit that organizes education
vocational with the Islamic religious peculiares
medium as the continuation of junior high, MTs, or other forms that are
equals in the Department of Religious Affairs.
27. The National Standards of Education are the minimal criteria on education systems throughout the Republic of the Republic of the Republic of the Republic of Indonesia
Indonesia.
28. Minimum service standards are the minimum criteria in which the cumulative value of the National Standards of Education must be fulfilled by any
education unit.
29. The curriculum is a set of plans and arrangements regarding the purpose, contents, and subject matter, as well as the manner used as the guideline
hosting the learning activities to achieve the goals
education.
30. A nonformal education is an educational path outside a formal education that can be carried out in a structured and structured form.
31. A learning group is a non-formal educational unit consisting of a group of people who defend each other's experiences
and abilities in order to improve the quality and grade
of their lives.
32. Center ...
32. A public learning activity center is a non-formal educational unit that organizes a variety of learning activities according to
the community needs on the basis of the initiative of, by, and to
the public.
33. Local excellence-based education is an education organized after meeting the National Standards of Education and
enriched with competitive and/or comparative advantages of the area.
34. International education is an education organized by the use of a national education standard enriched with the
advanced state education standards.
35. Learning is the process of interaction of learers with educators and/or learning sources in a learning environment.
36. Public-based education is the host of education based on religious, social, cultural, aspiration, and potential
society as an educational embodiment of, by, and for the
society.
37. Informal education is the educational and family educational path. 38. A professed organization is a collection of members of the public who have
a certain legal and non-commercial skill set.
39. The Board of Education is an independent institution consisting of various elements of the society concerned with education.
40. The School Committee/Madrasah is an independent institution consisting of parents/guardians of students, school communities or madrasas, as well as characters
education-concerned people.
41. Citizens are residents of Depok City, residents outside Depok City, and foreign nationals living in Depok City.
42. Society is a non-governmental group of non-government citizens who have a focus and role in education.
43. A reading culture is the custom of citizens who use a portion of daily time to be appropriate for
reading books or other readings that are beneficial to life.
44. Culture ...
44. The culture of writing is the custom of citizens who use a portion of daily time in a timely way to write that
is beneficial for life.
45. Creative culture is the ability of citizens to do innovation and creation, make breakthroughs and discover new things,
to improve their competence and others that
is beneficial for life.
46. Learning culture is the custom of citizens who use a portion of daily time in a timely way to learn to be useful
to improve knowledge.
47. Studying culture outside of school hours is the custom of learning citizens using a portion of daily time on the effective day of school
in a convenient way to study outside of school hours.
48. A Company is any form of effort that runs a fixed, sustainable, established, working and based effort
within the territory of the Republic of Indonesia, for the purpose of obtaining profit
and/or profit.
CHAPTER II OF THE EDUCATION MANAGEMENT OBJECTIVES
AND THE PRINCIPLE OF EDUCATIONAL HOSTING OF THE FIRST PART OF THE EDUCATION MANAGEMENT SECTION 2 THE EDUCATION MANAGEMENT IS INTENDED TO GUARANTEE: A. Community access to an adequate, equitable,
and affordable education service;
b. the quality and competability of education as well as its relevance to the needs and/or societal conditions; and
c. effectiveness, efficiency, and accountability of education management.
Part ...
The Second Part of the Law of Education Section 3 Principles of education alignment: a. Education is democratically organized and justice and not
discriminatory by upholding human rights, values
religious, cultural values, and nation's plurality;
b. education is organized as one systemic unitary with open and multi-meaning systems;
c. education is organized as a process of educating and empowerment of learnable participants throughout the hayat;
d. Education is organized by advising, building a will, and developing the creativity of learers in the process
learning;
e. education is organized by developing a culture of reading, writing, calculating and creative culture for all citizens;
f. education is organized by empowering all the components of society through roles as well as in staging and control
the quality of education services;
g. education is organized on a non-profit principle; and h. education is hosted by continuing to pay attention to the needs of
and community aspirations.
CHAPTER III OF EDUCATION MANAGEMENT BY THE CITY GOVERNMENT Section 4 The mayor is responsible for managing the national education system in the City
Depok and formulate as well as establish an educational field policy
in accordance with its authority.
Section 5 ...
Section 5 (1) The education policy as referred to in Section 4 is
the definition of the national education policy, as well as in accordance with
the provisions of the laws.
(2) The educational field policy as referred to in paragraph (1) is poured in:
a. region long-term development plan (RPJPD); b. Middle-term development plan daera (RPJMD); c. strategic plan of urban education; d. City government work plan; e. the city ' s annual work and budget plan; f. region regulations in the field of education; and g. The mayor's rules in education. (3) The area policy of the field of education as referred to in paragraph (1)
and paragraph (2) is the guideline for:
a. all ranks of the city government; b. the educational organizer of the community established in Depok City; c. unit or educational program; d. education board; e. school committee; f. g protege. Old man/guardian protege h. educators and education; i. The people of Depok City; and j. Other parties related to the education in Depok City; Article 6 (1) The City Government guarantees the program will be required to study 12
years.
(2) Each parent/teacher is required to carry out a mandatory 12-year study program.
(3) In ...
(3) In the conduct of the mandatory learning program as referred to in paragraph (1) is more optimized for the execution of the educational program equivalent
SMA/SMK/MA/MAK/or Package program C.
(4) Implementation of the mandatory program studying 12 years as referred to in verse (1) and verse (2) is further set up with the Mayor Regulation.
Article 7 (1) The city government allocates education budget for the system
national education in the city can be exercised effectively, efficiently, and
accountable according to the policy the area of education field
as referred to in Section 5.
(2) The education budget as referred to in paragraph (1) is allocated a minimum of 20% of the APBD count.
(3) The City Government allocates budgets for the operational assistance of public and private schools that are sourced from the budget
education as referred to in paragraph (2). (4) The City Government allocates budgets for upgrade programs
quality of educators, power education, and community learning sources
a maximum of 10% of the service budget. (5) The Realization of the education budget as referred to in paragraph (2), paragraph
(3), and paragraph (4) is gradually implemented.
Article 8 (1) The City Government directs, guiding, conserving, supervises,
coordinate, monitor, evaluate, and control
the organizer of the unit, track, body, and type of education in accordance with
national policy of education and regional policy areas
education within the framework National education system management. (2) The City Government can team up with the business side to
develop a link & match education mechanism, as well as improve
the capacity of the learner on the middle school level.
Section 9 ...
Section 9 (1) The mayor sets the target of education participation rate at all
the type and education type to be achieved at the City level.
(2) The target level of education participation is intended. on paragraph (1) is full of formal and non-formal educational channels.
(3) In meeting the educational participation rate target as referred to in paragraph (1), the City Government is prioriting the expansion and
access alignment education through the formal education path.
Article 10 (1) Mayor set the target level of educational participation alignment
at the city level that includes:
a. inter-subdistrict; b. inter-Kelurahan; and c. between male and female. (2) The mayor sets out a policy to guarantee educated participants
access to education services for learners whose people are
unable to afford education, special education learers,
and/or Special service education students.
Article 11 The mayor performs and coordinates the implementation of the standard of services
at the minimum of education field in accordance with the provisions of the perinvite rules-
invitation. Article 12 (1) The City Government performs and/or facilitates quality assurance
education in the City with guidelines on national policy
education, provincial policy of the field of education, and National Standards
Education.
(2) In ...
(2) In carrying out its duties as referred to in paragraph (1), the City Government is coordinating with the Government Technical Managing Unit
which carries out the educational quality of the education.
(3) In order The quality of the quality of education as referred to in verse (1), the Municipal Government facilitates:
a. education program accreditation; b. educational unit accreditation; c. certification of the students ' competence competence; d. certification competency certifications; and/or e. Education Competency certification. Article 13 (1) The city government acknowledges, facilitates, fostering, and protects
the international and/or
based program of local excellence in accordance with the provisions of the Act of Inviting-
invitation.
(2) The city government carries out and/or facilitates the program core and/or education units already or are close to meeting the Standard
National Education to be developed into a program and/or
unit international and/or excellence-based education
local.
(3) The city government facilitates the international accreditation of the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
(4) The city government facilitates international certification on the program and/or the unit of education as referred to in paragraph (1) and
paragraph (2).
Section 14 (1) The city government conducts continuous coaching to the participants
educated in the area who have potential intelligence and/or talent
privileged to achieve peak achievement in the field of science,
technology, art, and/or sport at the level of education unit,
sub-districts, cities, provinces, National and International.
(2) For ...
(2) To cultivate a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1), the municipal government
organizes and/or facilitates regularly and intersectively
the competition in field:
a. Science; b. technology; c. art; and/or d. Sports. (3) The city government gives an award to the learnant
achieving the top achievement as referred to in paragraph (1) and paragraph (2)
in accordance with the provisions of the laws.
(4) Further provisions on the execution of continuous coaching as referred to in paragraph (1) as well as staging and facilitation
the competition as referred to in paragraph (2) is governed by the Regulation
Mayor.
Article 15 Mayor sets educational governance policies to guarantee
efficiency, effectiveness, and accountability of education management that is
guideline for:
a. all ranks of the City government; b. the education organizer of the community established; c. unit or educational program; d. education board; e. school committee; f. Educated participant; g. Parents/guardian educated people; h. educators and education; i. communities; and j. Other parties related to education.
Section 16 ...
Article 16 (1) In hosting and managing the national education system in
City, the City Government develops and performs the system
City education information based information technology and communication.
(2) The City educational information system as referred to in paragraph (1) is a subsystem of the National educational information system.
(3) The city ' s educational information system as referred to paragraph (1) and paragraph (2) provide access to education administration information and
access source access to the education unit of all
the type, type, and educational path to the city government's authority.
CHAPTER IV OF EDUCATION MANAGEMENT
BY THE ORGANIZERS OF THE EDUCATION UNIT ESTABLISHED SOCIETY
Article 17 Organizing education units established society is in charge
the answer is to manage the national education system as well as formulate and
establish education policy at the unit organizer level. Article 18 (1) The education policy as referred to in Article 17 is
the definition of the national, provincial, city and appropriate education policies
with the provisions of the laws.
(2) The education policy as referred to in paragraph (1) is poured in the rules of organizer of the education unit established
society.
(3) The education policy as referred to in paragraph (1) and paragraph (2) is the guideline for:
a. Education organizers established the community in question;
b. the related unit or education program;
c. institution ...
c. the representative institution of the unit stakeholders or the program
associated education;
d. Learers in the related unit or educational programs; and e. Parents/guardians are educated in units or educational programs that are
related;
f. Educators and educationists in the unit or educational program are related; and
g.
(4) Organizing educational units established society allocates education budgets for the national education system
at unit level or Related education programs can
be implemented effectively, efficiently, and accountable.
Article 19 Organizers of the educational unit established society guarantees
The program is mandatory for 12-year-old learning. year.
Article 20 Organizing the education unit that The public established,
guiding, monitoring, supervising, co-ordinated, monitoring,
evaluating, and controlling an education unit or program that
related to the established education policy. by the Government,
The Provincial Government, the Municipal Government and by the organizers in accordance with
the provisions of the laws. Article 21 Organizing educational unit established society sets
policies to guarantee educated participants gain access to services
education, for learers whose parents/walhers are unable to finance
education, special education educated participants, or learners in the area
special.
Section 22 ...
Section 22 Organizing educational unit-established society guarantees
implementation of the standard minimum service of education on the unit or program
education in accordance with the provisions of the laws. Article 23 (1) The organizers of the educational unit established society perform
and/or facilitate the quality of education in the unit or
education program with a guideline on the education policy
related in accordance with the education policy set by
Government, Provincial Government, City Government and by
organizers, as well as the National Standards of Education.
(2) In carrying out its duties as referred to the paragraph (1), the organizer of the established educational unit society
organizes a unit and/or an early child education program,
primary education and/or secondary education in cooperation with
Government technical executor unit that carries out the assignment duties
quality education.
(3) In order of the quality of education quality as referred to in paragraph (1), the organizer of the society established education unit
facilitates:
a. education program accreditation; b. educational unit accreditation; c. certification of the students ' competence competence; d. certification competency certifications; and/or e. Education Competency certification. Section 24 (1) Organizing education unit established society facilitates,
fostering, and protecting units or educational programs that are fable
international and/or local excellence based in accordance with the provisions
laws.
(2) Organizers ...
(2) The organizers of the educational unit established the society carry out and/or facilitate the core of the unit or program
education that is already or is close to meeting the National Standard
Education to be developed be a unit or education program
international and/or local excellence-based.
(3) The organizers of the educational unit established society facilitate the international accreditation of the unit or education program as
referred to in paragraph (1) and paragraph (2).
(4) Organizing educational unit established society facilitates international certification on educational units or programs
as referred to in paragraph (1) and paragraph (2).
Article 25 (1) Organizing education unit established society facilitates
continuous coaching to learers who have potential
intelligence and/or special talents to achieve achievements peak in
fields of science, technology, art, and/or sport at a level
unit of education, subdistrict, city, province, national, and international.
(2) To foster a competitive climate that is conducive to the achievement of the peak achievement as referred to in paragraph (1), organizer
The educational unit established society organizes and/or
facilitates regularly competition in education units or programs
in the field:
a. Science; b. technology; c. art; and/or d. Sports. (3) Further provisions on the implementation of continuous coaching
as referred to in paragraph (1) as well as staging and facilitation
the competition as referred to in paragraph (2) is governed by the rules
The organizer of the education unit established society.
Article 26 ...
Section 26 Organizing education unit organizers established
education governance policies to ensure efficiency, effectiveness, and
accountability management accountability which is a guideline for:
a. the organizer of the education unit established the society concerned;
b. the unit and/or educational program; c. the institution of the educational stakeholder representation of the unit
and/or the education program;
d. the learnable participant and/or educational program; e. Parents/guardians are educated in units and/or educational programs; f. educators and educationists in the unit and/or educational programs;
and
g. Other parties that are bound by the unit or program of education. Article 27 (1) In hosting and managing the national education system at
the unit or educational program, the organizer of the education unit that
established society develops and execues information systems
educational organizer or educational unit established
society based information technology and communications.
(2) the organizer education information system or educational unit established society as referred to in paragraph (1) is the
subsystem of the information system national education.
(3) The educational information system organizer of the public established education unit as referred to in paragraph (1) and paragraph (2)
provide access to educational administration information and source access
learning to the unit and/or educational program.
BAB V ...
CHAPTER V MANAGEMENT EDUCATION
BY THE UNIT OR EDUCATIONAL PROGRAM Section 28 (1) the management of an early child education unit or program, education
base, and secondary education are exercised by default
minimal service with a school-based management principle /madrasah.
(2) The management of higher education units or programs is exercised based on the principles of autonomy, accountability, quality assurance, and evaluation
which is transparent.
Article 29 Unit or the education program is mandatory be responsible for managing the system
national education in its education unit or program as well as formulating
and establishing education policy in accordance with its authority.
Article 30 (1) Education Policy as referred to in Section 29 is
the definition of policy National, provincial, city education, and
organizing unit organizers as well as in accordance with regulatory provisions
laws.
(2) The educational policy as referred to in paragraph (1) by an early child education unit, the primary education unit, and education unit
medium is poured in:
a. the annual work plan of the education unit; b. the annual income and spending budget of the education unit; and c. rules of the unit or education program. (3) The education policy as referred to in paragraph (1) and paragraph (2)
binds to:
a. the unit or educational program is concerned; b. the institution of unit stakeholder representation or program
in education is concerned;
c. participants ...
c. The learnant in the unit or educational program is concerned; d. Parents/guardians are educated in units or educational programs that
is concerned;
e. Educators and educationist in the unit or educational program are concerned; and
f. Other parties bound by the unit or educational program are concerned.
(4) The policy of the education unit as referred to in paragraph (2) is the definition and aligned with:
a. government policy; b. provincial government policy; c. municipal government policy; and d. Society's educational organizer policy. (5) The education unit or program allocates the education budget
in order for the national education system in the unit and/or education program
in question can be implemented effectively, efficiently, and
accountable.
Article 31 Units or educational programs manage education in accordance with
the national education policy, province, city, and unit organizer
education as well as in accordance with regulatory provisions It's
Article 32 Unit or education program in accordance with its authority is mandatory
set out a policy to guarantee educated participants obtaining access
education services for learn/wallow learers not able to
finance education, special education learers, and/or learers
in special areas.
Article 33 Unit or compulsory education program guarantees their default
minimum field service Education.
Article 34 ...
Article 34 (1) The program or education program is required to perform quality assurance
education with guidelines on national education policy,
provinces, cities, and organizers of the education unit as well as Standard
National Education.
(2) In performing its duties as referred to in paragraph (1), the unit or program of early child education, primary education, or
secondary education cooperates with the technical executor unit
Government carrying out educational quality licensing tasks.
(3) In order for the quality of the education quality as referred to in paragraph (1), the unit or educational program, in accordance with the provisions
laws, follows:
a. education program accreditation; b. educational unit accreditation; c. certification of the students ' competence competence; d. certification competency certifications; and/or e. Education Competency certification. Article 35
(1) The education unit or program that has been or is close to meeting the National Standards of Education can pioneer itself to be developed
to be an international unit or program of higher-cost education. and/or
based on local primacy.
(2) Units or educational programs that have been or are close to meeting the National Standards of Education may follow accreditation and/or certification
international unit or program education.
Article 36 ...
Section 36 (1) The mandatory education unit or program performs the coaching
continuing to the learnant who has the potential of intelligence
and/or the privileged talent to achieve peak achievement in the field of science
knowledge, technology, art, and/or sport at the unit level
education, sub-district, district/city, province, national, and
international.
(2) To cultivate a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1) units and/or
education programs perform regularly competition in units or
programs education in fields:
a. Science; b. technology; c. art; and/or d. sport.
(3) The educational unit or program provides an award to the learnant who has achieved peak achievement in accordance with regulatory provisions
laws.
(4) Further provisions on the execution of paragraph (1), paragraph (2), and paragraph (3) are governed by the rules of the unit or educational program.
Article 37
Units or educational programs are required to be used. education governance policies to guarantee the efficiency, effectiveness, and accountability of management
binding education:
a. the unit or educational program is concerned; b. the institution of the representation of education stakeholders on the unit or
the education program is concerned;
c. The learnant of the unit or education program is concerned; d. Parents/guardians are educated in units or educational programs that
is concerned;
e. Educators ...
e. Educators and educationist in the unit or educational program are concerned; and
f.
(1) In hosting and managing education, unit and/or educational programs develop and execute. information systems
education-based education information and communication.
(2) The educational information system of the unit or education program as referred to in paragraph (1) is a subsystem of the information system
national education.
(3) the educational information system as In verse (1) and verse (2) provide access to educational administration information and access
sources of learning to educators, education workers, and participants
protég;
CHAPTER VI HOSTING FORMAL EDUCATION SECTION Section 39 A formal education includes: a. education of an early child; b. basic education; and c. secondary education. Article 40 (1) Curriculum in the holding of formal education refers to
National Standards of Education.
(2) Curriculum ...
(2) Curriculum as referred to in paragraph (1) plus the local charge on any formal educational level containing Depok's historical material
and entrepreneurship in accordance with Depok's City Vision. (3) The local charge curriculum Bobot as referred to in paragraph (2)
is adjusted to the readiness of each level. The Second Part of Child Education Early Age paragraph 1 Function and Purpose Section 41 (1) Early-child education functions fostering, cultivating, and
developing the entire potential of early age children optimally so
formed behavior and basic capabilities in accordance with the
stage of development in order to have the readiness to enter the education
next. (2) Early childhood education aims: a. Build a foundation for the growing potential of educated participants so that
become a man of faith and fear to God Almighty
Esa, noble, virtuous, healthy, scientific, proficient,
critical, creative, innovative, self-sufficient, confident, and be a citizen
that is democratic and responsible; and
b. develops a potential spiritual, intellectual, emotional, kinesthetic, and social educated participant in its infancy of growth
in an educational and fun playing environment.
Paragraph 2 Forms and Types Education Unit Article 42 (1) Early-age child education on kindergarten-shaped formal education pathways, RA,
or other forms are equal.
(2) TK ...
(2) TK, RA, or any other form equal to the verse (1) has a learning program 1 (one) year or 2 (two) years.
(3) TK, RA, or any other form equal to the verse (1) can be merged with SD, MI, or any other form that
equals.
paragraph 3 Reception of the Eductest Section 43 of a TK student, RA, or other form of equivalent aged 4 (four) years
up to 6 (six) years.
Article 44 (1) The admission of the learners on Early childhood education units are conducted
objectively, transparent, and accountable.
(2) The admission of students to an early child education unit is carried out without discrimination except for the education unit that is special
designed to serve educated participants of gender or religious groups
Certain.
(3) The decision of admission of the candidate to be an educated participant is performed independently by a teacher's board meeting led by the head of the unit
education.
Article 45 (1) an early child education unit may receive a transfer student
from another early age child education unit.
(2) Terms and events of acceptance of the transfer learer as referred to the paragraph (1) is governed by an educational unit that
is concerned.
Paragraph 4 ...
Paragraph 4 of Article 46 Learning Program (1) Kindergarten learning program, RA, and other forms of equal
developed to prepare educated participants entering SD, MI, or
other forms of equal.
(2) Kindergarten learning programs, RA, and other forms of equal play are implemented in a clustered play context to:
a. play in order of religious learning and noble akhlak; b. play in the framework of social learning and personality; c. play in order of the life environment love learning; d. play in order of orientation learning and recognition
knowledge and technology;
e. play in the framework of aesthetic learning; and f. play in the course of physical learning, sports, and health. (3) All learning games as referred to in paragraph (2)
are designed and organized:
a. interactively, inspiring, fun, challenging, and encouraging creativity as well as self-reliance;
b. in accordance with the child 's physical growth stage and mental development as well as the child' s best needs and interests;
c. with regard to the differences in talent, interest, and the ability of each child;
d. with integrating child needs against health, nutrition, and psychosocial stimulation; and
e. with regard to economic, social, and child culture background.
The Third Part ...
Third Section of Basic Education Paragraph 1 Function and Purpose of Article 47 (1) Education on SD/MI or other forms of equals function: a. embed and amuse the values of faith, noble akhlak, and
a sublime personality;
b. embed and amuse the national values, the love of the motherland and the love of the environment;
c. gives the basics of intellectual ability in the form of reading, writing, and calculating prowess;
d. provide the introduction of science and technology; e. train and stimulate the sensitivity and appreciation ability
as well as express beauty, subtlety, and harmony;
f. Growing interest in physical sports, health, and fitness; and
g. developing physical and mental readiness to continue education to SMP/MTs or any other form of equal.
(2) Education on SMP/MTs or other forms of equal function: a. developing, rewarding, and observing the values of the faith,
the noble, and the sublime personality that he has acquired;
b. developing, rewarding, and observing the national values and the love of the land that has been introduced as well as the love of the environment;
c. studying the basics of science and technology; d. train and develop sensitivity and appreciation ability
as well as express beauty, subtlety, and harmony;
e. developing talent and ability in the field of sports, both for health and physical fitness and achievement; and
f. developing ...
f. developing physical and mental readiness to continue education to secondary education and/or for life
independent of society.
(3) Basic education aims to build a foundation for the development of potential participants.
a. And believe and guard against the Lord, the One, the Most Merciful, the Merciful.
b. Science, proficient, critical, creative, and innovative; c. healthy, independent, and confident; and d. tolerant, socially sensitive, democratic, and responsible. Paragraph 2 Forms of Education Unit Section 48 (1) SD, MI, or any other form is equivalent to 6 (six) levels
class, namely class 1 (one), class 2 (two), class 3 (three), class 4 (four),
class 5 (five), and grades 6 (six).
(2) SMP, MTs, or other forms are equal to 3 (three) grades, which are grades 7 (seven), grades 8 (eight), and grades 9 (nine).
Paragraph 3 Admissions of Section 49 (1) educated participant in SD/MI or other form is the lowest-equal
age 6 (six) years.
(2) The exceptions to the provisions in paragraph (1) can performed on the basis of the written recommendation of a professional psychologist.
(3) In the case there is no professional psychologist, the recommendation may be done by the teachers board of the education unit concerned, up to
the power limit The display.
(4) SD/MI ...
(4) SD/MI or other forms of equivalent are required to receive citizens aged 7 (seven) years up to 12 (twelve) years as
learners up to the extent of their appearance.
(5) The admissions of the participants Class 1 (one) SD/MI or other forms equal are not based on the test results of reading, writing,
and counting, or any other form of test.
(6) SD/MI or other forms of equivalent are required to provide access to Uneducated students.
Article 50 (1) In terms of the number of candidates Protege exceeds the unit's display power
education, then the selection of learers in SD/MI is based on
the age of prospective learers with priority from the oldest.
(2) If the prospective age of the student is educated as In the same sentence, the determination of the learer is based on the distance of the candidate's residence
the learnlearer closest to the education unit.
(3) If the age and/or distance of the prospective students are educated by the unit of education as referred to in paragraph (1) and paragraph (2) is the same, then
the learer
Article 51 (1) Education of SMP/MTs or other forms is equivalent.
completing her education in SD, MI, Package A, or any other form that
equals.
(2) SMP/MTs or other equivalent forms are required to receive citizens aged 13 (thirteen) years up to 15 (fifteen) years as
learners up to the extent of their tamps.
(3) SMP/MTs or Other equal forms are required to provide access to abnormality students.
Section 52 ...
Section 52 (1) SD/MI and SMP/MTs that have the number of prospective learers exceeded
the tampons are required to report the excess of the learnant's candidates
to the city authorities concerned.
(2) The government of the city is obliged to channel the excess of candidates educated as referred to in verse (1) in other basic education units.
Article 53 (1) Non-formal and informal line proteges can be accepted in SD, MI, or
other forms are equivalent not at the beginning of class 1 (one) after passing the test
eligibility and assignment held by the education unit
formal is concerned.
(2) Non-formal and informal pathway proteges can be accepted in junior high school, MTs, or other forms as equals since the start of class 7 (seven) after graduation
Package equality test A.
(3) Non-formal and informal line proteges can be accepted in junior high, MTs, or other forms as equals not at the start of class 7 (seven) after
meets the requirements:
a. Pass the equality of Package A; and b. pass the feasibility test and the placement held by the unit
The formal education is concerned.
(4) The primary education educated participant of elementary education in other countries may move to SD, MI, or any other form of equal in Indonesia after meeting
requirements passed the eligibility test and the placement held
by the unit of education in question.
(5) The student-equivalent education equivalent of junior high school education in other countries can move to junior high, MTs, or other forms that are equivalent in Indonesia after meeting
requirements:
a. shows a diploma or other document that proves that concerned has completed elementary education equivalent of SD; and
b. Pass the feasibility test and placement organized by the unit of concerned education.
6. Participants ...
(6) The primary elementary education educated participants who follow the system and/or other state educational standards can be accepted in junior high school, MTs, or other forms
equal to the beginning of year 7 (seven) after fulfilling
requirements:
a. Pass the equality of Package A; or b. can indicate a diploma or other document that proves that
in question has completed a primary education that
provides an SD equivalent graduate competency.
(7) SD, MI, SMP, MTs, or other forms are equal to providing the necessary academic, social, and/or mental adjustment required by
abnormalized learners and transfer proteges of units
Other formal education or pathways Other education.
Article 54 (1) The admission of educated participants in basic education units is conducted
objective, transparent, and accountable.
(2) The acceptance of the learnants on the basic education unit is performed without discrimination except for the education unit specifically designed
(3) The decision of the admission of the student to be an educated participant is performed independently by a teacher's board meeting led by the head of the unit
education.
(4) The selection of new educated admissions in grades 7 (seven) in the junior primary education unit is based on the results of the school's final exam
national standard, except for the learnant as intended
in Article 53 verses (2) and verse (6).
(5) In addition to meeting the provisions as referred to in verse (4), the education unit can perform a scholastic talent test for selection
the admission of new educated participants in grades 7 (seven).
Section 55 ...
Section 55 (1) Basic education units may receive a transfer student from
another basic education unit.
(2) The education unit may establish the terms and additional requirements of the admission of the learer move in addition to requirements as
referred to in Article 53 and Section 54 and does not conflict with
the provisions of the laws.
Fourth Quarter of Paragraph Secondary Education 1 Function and Purpose Section 56 (1) General secondary education functions: a. enhance, reward, and amuse the values of faith,
noble, and sublime personality;
b. enhance, reward, and amuse the national values, love of the motherland and the love of the environment;
c. studying science and technology; d. enhancing sensitivity and ability to appreciate and
express beauty, subtlety, and harmony;
e. Channeling talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. enhance the physical and mental readiness to continue education to higher education levels and/or to live independent lives in
society.
(2) vocational secondary education functions: a. enhance, reward, and amuse the values of faith,
noble, and sublime personality;
b. enhance, reward, and amuse the national values and the love of groundland;
c. weighing ...
c. caressed learnates with the skills of science and technology as well as the vocational prowess of the professions in accordance with
community needs;
d. enhancing the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
e. Channeling talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. enhance the physical and mental readiness to self-live in society and/or continue education to the education level
high.
Article 57 Of secondary education aims to form an educated participant into an insan who: a. And believe, and fear Allah, the Almighty, the noble,
and the virtuous one;
b. Science, proficient, critical, creative, and innovative; c. healthy, independent, and confident; and d. tolerant, socially sensitive, democratic, and responsible. Paragraph 2 The Form of Education Unit Article 58 (1) High School-shaped secondary education, MA, SMK, and MAK, or other forms
equals.
(2) High School and MA consist of 3 (three) grades of class, i.e. grades 10 (ten), class 11 (eleven), and grades 12 (twelve).
(3) SMK and MAK may consist of 3 (three) class grades, grades 10 (ten), grades 11 (eleven), and grades 12 (twelve), or 4
(four) grades 10 (10), grades 11 (eleven), classes
12 (twelve), and class 13 (thirteen) in accordance with the world demands
work.
Article 59 ...
Article 59 (1) The major in high school, MA, or other form is an equal in shape
a study program that facilitates learning needs as well as
the competencies required by learers to continue education
at the higher education level.
(2) The study program as referred to in paragraph (1) consists of: a. natural science study program; b. social science studies program; c. language study program; d. Religious studies programs; and e. Another study program required for society. (3) Further provisions regarding the study and program of the study
as referred to in paragraph (1) and paragraph (2) refers to
applicable laws.
Section 60 (1) The majors on SMK, MAK, or other form of equal-shaped
field of expertise study.
(2) Any field of expertise studies as referred to a paragraph (1) may consist of 1 (one) or more study skills programs.
(3) Each the program of skill studies as referred to in paragraph (2) may consist of 1 (one) or more competency skills.
(4) The field of expertise studies as referred to in paragraph (1) consists of: a. the field of technological and engineering expertise studies; b. field of health expertise studies; c. fields of study of arts, crafts, and tourism expertise; d. field of information technology expertise and communication; e. the field of agribusiness and agrotechnology expertise studies; f. the field of business and management expertise studies; and g. Another field of study of expertise required society.
(5) The Provisions ...
(5) Further provisions regarding the majors as referred to in paragraph (1) to paragraph (4) refers to the rule of law-
the applicable invitation.
Paragraph 3 Reception of the Concubine Participant, Section 61 (1) High-school students, MA, SMK, MAK, or other forms of equal
must complete their education at SMP, MTs, Package B, or other forms
others are equal.
(2) Non-formal and informal line protéers can be accepted in high school, MA, SMK, MAK, or any other form of equals since the beginning of class 10 (ten)
after passing the Package B.
(3) Non-formal and informal track proteges can be accepted in high school, MA, SMK, MAK, or any other form equal to the start of class 10
(ten) after:
a. passed the Package B equality test; and b. Pass the feasibility test and placement organized by the unit
The formal education is concerned.
(4) The junior high school equivalent education educated participants who follow the system and/or other countries ' education standards are acceptable. in high school, MA, SMK,
MAK, or other forms are equivalent at the beginning of the 10th grade (ten)
after:
c. passed the Package B equality test; or d. can indicate a diploma or other document that proves that
in question has completed a primary education that
provides a junior high school graduate competency.
(5) High school equivalent education educated people or SMK in other countries can move to high school, MA, SMK, MAK, or other forms equal in
Indonesia on condition:
a. Showing ...
a. shows a diploma or other document that proves that concerned has completed a junior high school equivalent; and
b. Passed the feasibility test and the placement organized by the education unit is concerned.
(6) High school, MA, SMK, MAK, or other forms are required to provide access to abnormality students.
(7) High School Education Unit, MA, SMK, MAK, or other forms are equal in order to provide academic, social, and/or academic adjustments to the assistance of academic, social, and/or other forms of education. mental which
is required by abnormalized learers and transfer learers from
another formal education unit or other educational path.
Article 62 (1) The acceptance of the learparticipant in the secondary education unit performed
objectively, transparent, and accountable.
(2) Admission to the secondary education unit is carried out without discrimination except for the education unit specifically
designed to serve the learnable participants of a specific gender or religious group
.
(3) The decision of admission of the candidate to be an educated participant is performed independently by a teacher's board meeting led by the head of the unit
education.
(4) The selection of new educated admissions in grades 10 (ten) in the secondary education unit is based on the results of the National Exam, except for
the learnant as referred to in Article 61 of the paragraph (2), paragraph (4), and
paragraph (5).
(5) In addition to fulfilling the provisions as referred to in paragraph (4), the education unit can perform a scholastic talent test for acceptance selection
new learners in grades 10 (ten).
(6) Reception of new learers may be performed at any semester for the education unit that organizes the semester credit system.
Article 63 ...
Article 63 (1) The learer of the secondary education unit may move to: a. Same major in the other educational unit; b. different majors on the same educational unit; or c. different majors in other educational units. (2) The education unit may establish the event and additional requirements
in addition to the requirements as referred to in Section 61 and Section 63
and do not conflict with the provisions of the laws.
BAB VII HOSTING NON FORMAL EDUCATION Section Parts General Section 64 (1) The nonformal education includes the holding of units
education and non-formal education programs. (2) The nonformal education unit in question
in paragraph (1) includes the education unit:
a. the course institution and the training institute or other similar form; b. study groups as well as other forms of type; c. centers of community learning activities or other similar forms; d. Taxable assemblies or other forms of form; and e. Children's education early in the non-formal way. (3) Non formal education units as referred to in paragraph (2) letter
a, organizes an education for the citizens to:
a. obtaining skills of life skills; b. developing a professional attitude and personality; c. preparing yourself for work; d. improving vocational competence; e. prepare for self-seeking; and/or f. continuing education to a higher level
(4) Unit ...
(4) non-formal educational units as referred to in paragraph (2) letter b, and c host an education for citizens
for:
a. obtaining skills of life skills; b. acquiring knowledge and skills; c. develops professional attitudes and personality; d. prepare for self-seeking; and/or e. continue education to a higher level (5) The non-formal education program in question
in paragraph (1) includes:
a. life skills education; b. early child education; c. education of youth; d. female empowerment education; e. Acycetic education; f. Skills education and job training; and g. equality education; Article 65 (1) Curriculum in the hosting of non formal education plus
local charge on any non formal educational level loading
Depok and entrepreneurial historical matter accordingly Depok City vision.
(2) The local charge curriculum as referred to in paragraph (1) is adjusted to the readiness of any single-level.
Article 66 The results of nonformal education can be appreciated equivalent to the results of the program
formal education.
The Second Part ...
The Second Part of the Function and Purpose of Article 67 (1) nonformal education functions: a. as a replacement, enhancer, and/or formal education supplement
or as an educational alternative; and
b. developing potential learers with an emphasis on mastery of functional knowledge and skills, as well as
development of professional attitudes and personality in order
supporting education throughout the hayat.
(2) Nonformal education aims to form human beings who have proficiency, functional skills, attitude and personality
professionals, and develop independent entrepreneurs, as well as
competence for work in the field of work. certain, and/or continue
education to higher level in order to realize the goals
national education.
(3) Nonformal education is organized on the basis of principles of, by, and for society.
The Third Part of the Non-Formal Education Unit Paragraph 1 Institute Course and the Training Institute Section 68 (1) The training institution organizes a work training program and
other training to improve work competence for job seekers and
workers.
(2) The institute of courses and training institutions accredited by the National Accreditation Board of Nonformal Education and/or any other accreditation institution
may host a competency test to the learnant appropriate
with the provisions of the laws.
(3) The Institution ...
(3) the course and training institution referred to in paragraph (2) provides a certificate of competence to the learnable student who passed the test
competence.
(4) educated participants who have completed learning activities at course agencies and training institutes can follow the results equality test
study with formal education in accordance with regulatory provisions
The laws.
(5) Educable students who have qualified and/or graduated in the equality test as referred to in paragraph (4) obtain a diploma
in accordance with the program.
Paragraph 2 of the Group Learning Section 69 (1) Eductioners who have completed learning activities in
study groups may follow the equality results of learning results with
formal education in accordance with the provisions of the perinvite rules-
invitation.
(2) educated participants who have completed learning activities in the study group and/or graduated in the exam equality study
as referred to in paragraph (1) obtain the diploma according to
the program
Paragraph 3 of the Community Learning Center Study Section 70 (1) Community learning activities accredited by the Agency
National Accreditation of Nonformal Education may host tests
competencies to an educated participant in accordance with the regulatory provisions
laws.
(2) The Center ...
(2) The center of community learning activities accredited by the National Accreditation Board of Nonformal Education provides a certificate
competence to the learer who passed the competency test as
referred to the paragraph (1).
(3) Eductioners who have completed learning activities at a community learning activities center can follow the exam to get
recognition of equality of results learning with a formal education appropriate
with National Standards of Education.
(4) Educable students who have qualified and/or graduated in the equality exam results studied with a formal education as intended
in paragraph (3) obtain a diploma according to the program.
Paragraph 4 of the Taklim Assembly Section 71 (1) Participant Learnities that have completed learning activities in the assembly
taxable or other similar forms may follow the outcome of the equality of outcome
study with formal education in accordance with the rules of
legislation.
(2) educated participants who have qualified and/or graduated in the equality exam results of learning with a formal education as intended
in paragraph (3) obtain the diploma in accordance with the programs that are followed.
paragraph 5 of the Early Child Education Section 72 (1) Early-child education on nonformal educational pathways is shaped
play group, child care park, and age child education unit
same type of early age.
(2) Play group, child care park, and an early age child education unit Kind of organizes education in context:
a. Play ...
a. play while studying in order of religious learning and noble ahlak;
b. play while studying in the framework of social and personality learning;
c. play while studying in order of aesthetic learning; d. play while studying in the course of physical learning, sports,
and health; and
e. play while studying in order to stimulate interest to science, technology, and the love of the environment.
(3) Eduhort of playing groups, daycare parks, and child education units early on nonformal education channels The same type can
evaluate its development without going through the process of testing
competence.
The fourth part of the Non-Formal Education Program Paragraph 1 Of Life Proficiency Education Section 73 (1) Life proficiency education is an educational program that
prepares a non-formal educational learer with
personal, social proficiency, aesthetic prowess, kinesthetic prowess,
intellectual prowess, and vocational prowess required for
work, endeavour, and/or self-live in the middle of society.
(2) The education of life proficiency aims to improve personal prowess, Social skills, aesthetic prowess, kinesthetic prowess, proficiency
intellectual and vocational prowess to prepare educated participants in order to
be able to work, strive, and/or live independently in the center of society.
(3) Educational survival can be performed integrated with other non-formal education programs.
(4) Life-proficiency education can be implemented by non-formal educational institutions in cooperation with institutions. formal education.
(5) Education ...
(5) Life proficiency education can be implemented in an integrated way with a graduate placement program in the working world, both within and
overseas.
Paragraph 2 Education Child Dini Article 74 (1) The early childhood education of nonformal educational pathways is a program
organized flexibly based on the growth stage
and child development.
(2) The child education program of the early way Nonformal education, as referred to in verse (1), is to be able to grow and grow.
and fostered all potential children from birth to age 6
(six) years so that the skills and basic abilities are appropriate
with its development stage in order for child readiness to enter
more education Further.
(3) The educational program of the early age of a nonformal educational path as referred to in verse (2), prioritizes the ministry
education to the child since birth to age 4 (four) years.
(4) An early child education program of nonformal educational pathways aims: a. Build a foundation for the growing potential of educated participants so that
become a man of faith and fear to God Almighty
Esa, noble, virtuous, healthy, scientific, proficient,
critical, creative, innovative, self-sufficient, confident, and be a citizen
that is democratic and responsible; and
b. develops the potential of spiritual, intellectual, emotional, aesthetic, kinesthetic, and social learning participants in the golden age
growth in an educational, playful environment and
fun.
(5) Non-formal educational field early child education programs are designed and organized:
a. It ...
a. interactively, inspiring, fun, challenging, and encouraging creativity as well as self-reliance;
b. in accordance with the physical and mental growth stage of the child as well as the needs and best interests of the child;
c. with regard to the differences in talent, interest, and the ability of each child; and
d. with integrating child needs against health, nutrition, and psychosocial stimulation.
(6) The development of an early childhood education program of nonformal education courses as referred to in verse (4) is based on:
a. the principle of playing while studying and learning while playing; b. Each student's talent, interest, and ability-
each educated participant;
c. paid attention to the social, economic, and cultural background of the learer; and
d. The conditions and needs of the local community. (7) Grouping of educated participants for educational programs on education
Early-age children of nonformal educational pathways are tailored to the needs,
age, and child development.
(8) The program of education programs The early age of a nonformal educational path can be integrated with other programs that are already
evolving in society as an attempt to expand the service
Early-age education to the entire community layer.
Paragraph 3 Education Satisfaction Section 75 (1) Education of youth is an education organized
to prepare for the nation's leader cadres.
(2) The Education Program functions to develop a youth potential with an emphasis on:
a. the reinforcement of the faith, the laughing, and the noble,
b. reinforcement ...
b. the strengthening of the national insights, the love of the motherland and the love of the environment;
c. The buildup of ethics, personality, and aesthetics; d. increased insights and capabilities in the field of science,
technology, art, and/or sport;
e. Entrepreneurial attitude, leadership, exemplary, and pioneering; and
f. enhanced vocational skills. (3) The youth education program provides educational services
to citizens aged between 16 (sixteen) years
up to 30 (thirty) years.
(4) The education of desecration can be shaped. training and guidance or the like that is organized by:
a. religious organization; b. Youth organization; c. organization of scouting/scouting; d. Red bar organization; e. organization of nature lovers and the environment; f. Entrepreneurial organization; g. community organization; h. the organization of art and sports; and i. Another kind of organization. paragraph 4 Women 's Empowerment Education Section 76 (1) Women' s empowerment education is an education for
increasing harkat and female dignity.
(2) the women ' s empowerment education program serve to increase gender equality and fairness in the life
family, society, nation and country through:
a. Increased faith, ridiculed, and noble;
b. reinforcement ...
b. the strengthening of the national insights, the love of the motherland and the love of the environment;
c. The buildup of ethics, personality, and aesthetics; d. increased insights and capabilities in the field of science,
technology, art, and/or sport;
e. Entrepreneurial attitude, leadership, exemplary, and pioneering; and
f. enhanced vocational skills. (3) Women ' s empowerment education aims: a. enhancing the position, harkat, and female dignity up to
equivalent to male;
b. improving access and participation of women in education, work, effort, social roles, political roles, and other forms of charity
in life;
c. preventing any violation of human rights attached to the women.
Paragraph 5 Education Education Article 77 (1) The education of literacy is an education for citizens
illiterate Latin for them to read, write, count,
Indonesian language and knowledge base, which provides
opportunities for actualization potential self.
(2) The education education serves to provide basic ability to read, write, calculate, and communicate in the language
Indonesia, as well as basic knowledge to learnable learnants
utilized In everyday life.
(3) The information education program provides educational services to people of 15 (fifteen) year-olds who have not
can read, write, count and/or communicate in the language
Indonesia.
(4) Education ...
(4) The education education includes basic afield education, advanced accicity education, and self-acting education.
(5) The end quality assurance of education is conducted through the competency test. keaksaraan.
(6) The educated participant who has passed the test of the competency competency as referred to in paragraph (5) is given a literacy letter.
(7) The learnable student has passed the test of the competence of the accetic skills as well as the referred to the paragraph (5) is given a literacy letter letter.
Paragraph 6 Work Education and Skills Training Section 78 (1) Education skills and work training is intended for learers
Work seekers or who are already working.
(2) Education skills and work training as referred to in paragraph (1) is exercised for:
a. increase motivation and work ethos; b. developing a personality matching the job type
protege;
c. increasing insight into the environmental aspects that fit the job needs;
d. improving the functional skills skills according to demands and job needs;
e. improving the ability to build a network of gauls according to job demands; and
f. Increase the capabilities of the Cloud Service. (3) Functional skills skills as referred to in paragraph
(1) include vocational skills, managerial skills, skills
communication, and/or social skills.
(4) Education skills and work training can be implemented in an integrated way with:
a. live proficiency education program; b. Package B equality education program and Package C;
c. program ...
c. Women's empowerment education program; and/or d. The youth education program. Paragould 7 Education Equality Section 79 (1) The education of equality is a nonformal education program that
The public education of education is equivalent to SD/MI, SMP/MTs, and
SMA/MA which encode the Package A program, Package B, and Package C as well as
SMK/MAK equivalent vocational education in the form of Vocational C Packets. (2) The equality education serves as a nonformal educational service
in primary and secondary education level.
(3) The students of the Package A program are members of the public who meet the mandatory study conditions. equal SD/MI via the educational path
nonformal.
(4) The protégant of the Package B program is a member of the public who meets the mandatory study of the SMP/MTs equivalent through the path
nonformal education.
(5) The Package B Program is as referred to in paragraph (4) dismay Participants with professional skills, attitude and personality
facilitate the adaptation process with the work environment.
(6) The requirements follow the Package B program are the SD/MI pass, Package A program, or that Equal.
(7) The protég; Package C program is a member People who have attended secondary education through educational channels
nonformal.
(8) The Educational C Package program is a member of the public who commute vocational secondary education through the educational path
nonformal.
(9) The Package C Program as referred to in paragraph (7) is the subject of an educated participant with academic ability and functional skills, as well as
professional attitudes and personalities.
(10) The Program ...
(10) The Vocational C Package Program as referred to in paragraph (8) is the subject of an educated participant with academic ability, skills
functional, and vocational prowess of the professions, as well as attitudes and
professional personalities.
(11) The requirements follow the Package C program and the Vocational C Package is SMP/MTs, Package B, or an equal.
(12) The equality education program can be implemented integrated with: a. live proficiency education program; b. Women's empowerment education program; and/or c. program of youth education. Paragould 8 Educational Results Article 80 (1) Non-formal education results can be appreciated equivalent to the education results
formal after going through the equality test that meets National Standards
Education by Institutions designated by the Government or the government
regions at their respective jurisdiction, and in accordance with the provisions
laws.
(2) The equality test as referred to in paragraph (1) for the Package A Program, Package B Program, Package C Program, and Vocational C Package Program
is exercised by the National Standards Board of Education.
(3) The equality Test as referred to in paragraph (1) for the life proficiency program can be executed for:
a. obtaining a recognition of equality with the competency of the vocational subjects in the secondary education level; or
b. obtaining a recognition of equality with the competency of the vocational college eye on higher education.
(4) The equality test as referred to in paragraph (3) the letter a may be exercised by SMK or the lowest MAK accreditation B from
The National Accreditation Board of Schools/Madrasah.
(5) Test ...
(5) The equality test as referred to in paragraph (3) the letter b may be exercised by a college through its vocational studies program
at the lowest accreditation B of the National Accreditation Board of the Education
High.
(6) The student who passed the equality test as referred to in paragraph (4) and paragraph (5) is given a certificate of competence.
(7) Further provisions regarding the equality test as referred to in paragraph (1) to the verse (6) refers to the rules
applicable laws.
BAB VIII HOSTING INFORMAL EDUCATION Article 81 The informal education is performed by families and the environment in a form
study activities Independently.
Article 82 (1) The results of the informal education can be appreciated equivalent to education results
nonformal and formal after going through an equitable equality test
National Standards of Education by the government designated by the Government
or the local government as appropriate each, and appropriate
with the provisions of the laws. (2) The test of equality as referred to in paragraph (1) is exercised through: a. The equality test that applies to non-formal education learers
as set out in Section 80; and
b. Equality test refers to the laws applicable.
BAB IX ...
CHAPTER IX HOSTING SPECIAL EDUCATION SECTION Section 83 Special education is an education for educated participants who have
a degree of difficulty in following the learning process due to physical abnormalities,
emotional, mental, social, and/or have the potential wit and talent
special.
Article 84 Special services education is an education for educated participants in the area
who experienced natural disasters, social disasters, and inable in terms of
economics. Second Section of Special Education Paragraph 1 Special Education for Didik Participant Article 85 (1) Special education for abnormality educated participants provides
educational services for educated participants who have Deep difficulty
following the learning process due to physical, emotional, mental,
intellectual, and/or social abnormalities.
(2) Special education for abnormality students aims to develop potential participants. {\cf1 \fs\fs
(3) Disorders of abnormalities are composed of educated participants who: a. tunanetra; b. purple tuner; c. tunawicara;
d. Our tunagrahita ...
d. tunagrahita; e. tunadaksa; f. tunalaras; g. Learning difficulties; h. slow learn; i. autis; j. have motor tampering; k. being a victim of abuse of narcotics, illicit drugs, and substances
another addictive; and
l. have other abnormalities. (4) Kelainan as referred to in verse (3) may also be tangible
combined of 2 (two) or more types of abnormalities, called your tunaganda.
Article 86 (1) Special education for abnormality learnants can be found. hosted
on all lines and types of education on primary education and
medium.
(2) Special education may be conducted through special education units, public education units, vocational education units,
and/or religious education units.
Article 87 (1) The Government The city guarantees the hosting of special education in
the general education unit and the vocational education unit in accordance with
the needs of the learnants.
(2) The hosting of special education is as intended. on verse (1) is done by setting at least 1 (one) unit
General education and 1 (one) vocational education units that
provide a special education.
(3) In guaraning a special education as referred to in verse (3), the city government provides a resource
education related to the needs of an educated student is abnormality.
Article 88 ...
Article 88 Of special education for abnormalized students on the formal path
is organized through an early child education unit, education unit
base, and secondary education unit.
Article 89 (1) Formal special education unit for abnormalized students for
early childhood education in the form of exceptional kindergartens or
other desigcountries for the same type of education unit and equal.
(2) The special education unit for the educated student is abnormality in basic education. consists of:
a. Exceptional elementary school or other designation for a unit of education that is kind and equal; and
b. The first secondary school is exceptional or other designities for the same and equal.
(3) The special education unit for the students abnormality in secondary education is the upper middle school. average, school
exceptional vocational medium, or any other designation for the education unit
which is kind and equal.
(4) The special education unit can be implemented integrated intergender education and/or intertypes of abnormalities.
(5) Special Education for participants Abnormalities may be organized by educational units on nonformal educational pathways.
Paragraph 2 Special Education for Didik Participants Who Have
The Potential Intelligence and/or Special Talent Section 90 (1) Special education for learers who have the potential of intelligence
and/or special talent serves to develop a potential for excellence
learers become a real achievement according to the characteristic
atistimewaal.
(2) Education ...
(2) Special education for learners who have potential intelligence and/or special talent aims to actualize the entire potential
to terms without ignoring the development balance
intelligence spiritual, intellectual, emotional, social, aesthetic, kinesthetic, and
other intelligence.
Article 91 (1) Special education for learnparticipants who have potential intelligence
and/or special talent can be held on the education unit
formal TK/RA, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or any other form
equal.
(2) The special education program for learers who have potential intelligence and/or special talent can be:
a. acceleration program; and/or b. Enrichment program. (3) The acceleration program as referred to in paragraph (2) is performed
with the requirement:
a. The learer has the potential wit and/or special talent as measured by the psych test;
b. Educated participants have high academic achievement and/or special talent in the arts and/or sports; and
c. The organizer education unit has or almost meets the National Standards of Education.
(4) The Program The acceleration as it is referred to in paragraph (3) may be done by applying the term credit system in accordance with the provisions
laws.
(5) A special education program for learers who have the potential of intelligence and/or special talent as
mean in verse (2) can be done in the form:
a. regular class; b. special class; or c. special education unit.
Section 92 ...
Section 92 (1) The City Government is in accordance with its authority to host
special services education.
(2) More provisions about the hosting of special services education refers to the regulations
CHAPTER X INTERNATIONAL Article 93 An international degree of education unit is an educational unit that
has met the National Standard of Education and enriched with standard
advanced state education.
Article 94 (1) The city government organizes at least 1 (one) elementary school (one) of elementary school
international and/or facilitates the least
1 (one) international elementary school hosted by the public.
(2) In the event The provisions, as referred to in paragraph (1) cannot be fulfilled, then the city government organized at least one (one)
SD developed into an international level of education education.
(3) The hosting of education In elementary school, developed into an international educational unit. as set forth in paragraph (2)
may be executed in partial according to the study party or
subjects.
(4) The education is as referred to in verse (3) to meet the degree of SD quality. international refers to
applicable laws.
(5) The development of an international system of education is held at most 7 (seven) years.
(6) The city government is assisting and facilitate an international or a start-up event. International level (s)
hosted by the public as referred to in paragraph (1).
Section 95 ...
Article 95 (1) The primary and secondary education unit developed to
international cost of education appropriate
with international school quality/madrassas
refers to the laws applicable.
(2) The city government or the public can establish a new international school/madrassa with the requirement to meet:
a. National Standards of Education since school/madrasas stand; and b. International grade school/madrasah quality guidelines
refers to applicable laws.
Article 96
(1) The City Government or the public can host an educational unit. special and non-formal educational unit or program of the degree
international.
(2) More terms on special education units and international nonformal education units or programs as
referred to paragraph (1) refers to the laws
in effect.
Article 97 Organizers and educational units are prohibited from using the word
international for the name of the unit of education, program, class, and/or eye
the lesson unless obtaining the designation or permission of the official
authorities issued the designation or the permission of the holding unit
international level of education.
BAB XI ...
CHAPTER XI OF THE LOCAL EXCELLENCE-BASED EDUCATION UNIT Article 98 A local excellence-based education unit is an educational unit
that has met the National Standards of Education and enriched with
excellence competitive and/or comparative area.
Article 99 (1) The city government manages and organizes at least 1 (one)
education unit on primary and secondary education that
is based on excellence local.
(2) The city government facilitates the holding of units Local excellence-based education on primary and secondary education
community hosted.
Article 100 (1) Local Excellence as referred to in Section 99 was developed
based on City primacy in the field of business and industry-based services
creative, entrepreneurial and other fields as urban development.
(2) The basic and medium education units developed to be based on local excellence must be enriched with educational load
vocational associated with excellence as intended in
paragraph (1).
Article 101 (1) primary and medium education units developed into
local excellence-based education units performing quality assurance
education in accordance with the school quality of the madrasas or madrasas
-based local superiority refers to the laws
in effect.
(2) The City Government or the public can establish a new school/madrassa that is based on local excellence with the requirements of fulfilling:
a. Standard ...
a. National Standards of Education since school/madrasas stand; and b. School/school quality assurance guidelines for excellence
local specified in reference to the laws
in effect since school/madrasah stands.
Article 102 (1) The City Government or The public can host a unit or
a non-formal education program based on local excellence.
(2) Further provisions of a non-formal education unit or program based on local prominence as intended on verse (1)
refers to the applicable laws.
BAB XII FOREIGN EDUCATION INSTITUTE COOPERATION
WITH THE EDUCATION UNIT Workplace Education Section 103 (1) accredited foreign education institution or recognized at
country can host an education in the City.
(2) The degree of education as referred to in paragraph (1) is required to cooperate with educational institutions in Indonesia on the
degree of study programs or units of education.
(3) Your education as referred to in paragraph (1) must be executed on the condition:
a. obtain the Minister ' s permission; b. following the National Standards of Education; c. following the national exam for primary education educated participants and
middle Indonesian citizens;
d. following accreditation by the national accreditation body; and e. Comply with the rules of the negotiations.
(4) The Hosting ...
(4) The following education is referred to in paragraph (1) in early child education and primary and secondary education
in cooperation with the educational unit in the City of Accreditation A or
which the equivalent of the School/Madrasah National Accreditation Agency or from
The National Accreditation Board of Nonformal Education.
(5) The ownership of foreign institutions in the program or educational unit held together as contemplat on paragraph (1) to:
with paragraph (3) executed in accordance with the terms of this section. regulations
laws.
(6) The program or educational unit held together as referred to in paragraph (1) to the paragraph (3) is mandatory
includes at least 30% (thirty percent) of citizen educators
the country of Indonesia.
(7) The program or educational unit held together as referred to in paragraph (1) up to paragraph (3) is mandatory
includes at least 80% (eighty percent) of the power
citizen education Indonesia.
Section 104 (1) Program or educational unit co-hosted
as referred to in Article 103 of the paragraph (2) is the program or
an international educational unit or education unit based
local advantage.
(2) the Program or unit Education, as referred to in verse (1) is required to apply a remuneration system that is justice for all
educators and educationist.
The Second Part of the Education Management Section 105 (1) the education unit child early age and basic education unit and
medium in the City can work equal in academic field with
foreign education unit in education management.
(2) Cooperation ...
(2) The cooperation as referred to in paragraph (1) aims: a. improving the quality of education; b. expand the partnership network; and/or c. Host an educational unit or study program of the degree
international or local edge-based.
(3) The academic cooperation as referred to in paragraph (1) is in shape: a. exchange of educators and/or an educational workforce; b. exchange of educated participants; c. Resource utilization; d. Staging program; e. holding of extracurricular activities; and/or f. Cooperation is considered necessary. Article 106 (1) Non formal education units may establish academic cooperation
and/or non-academic with other state educational institutions.
(2) the nonformal educational unit cooperation as referred to in the paragraph (1) aims to improve the quality of education and/or
expand the partnership network for the benefit of the education unit
nonformal.
(3) Cooperation as referred to in paragraph (1) may only be performed by an accredited non-formal educational unit of the Accreditation Agency
National Nonformal Education that has a founding permit in accordance with
provisions of the laws.
(4) Further provisions on the implementation of educational cooperation forms as referred to in paragraph (1) refers to the rules
applicable laws.
BAB XIII OBLIGATION OF EDUCATION OF THE ARTICLE 107 (1) Educated protege:
a. following ...
a. follow the learning process according to the rules of the education unit by upholding the academic norms and ethics;
b. exercise worship in accordance with its religion and respect for the execution of other students of worship;
c. respecting educationist and education; d. maintaining a sense of confusion and peace to realize harmony
social; e. love of family, community, nation, nation, and country, as well as loving
fellow learnings;
f. love and preserve the environment; g. participate in maintaining and maintaining the means and amenities, cleanliness,
security, and educational unit order;
h. participate in maintaining and maintaining the means and amenities, cleanliness, security, and public order;
i. bear the cost of managing and hosting education, except those exempt from liability;
j. maintaining the prestige and good name of the education unit is concerned; and
k. comply with all applicable regulations. (2) Liability as referred to in paragraph (1) is executed below
the guidance and education of educators and the education workforce, and
the perdition of the learer.
(3) Further provisions concerning the The obligation of the learparticipant as referred to in verse (1) is governed by the unit of concerned education.
BAB XIV EDUCATORS AND THE EDUCATION WORKFORCE Section 108 The Educators and the educationist on the unit and the education program
is the executor and host of education.
The Second Part ...
Second Part Type, Task, and Responsibility of Section 109 (1) Educator is an educational workforce qualified as a teacher,
counselors, pamong learnates, widyaiswara, tutors, instructors, facilitators, and
designates other in accordance with its specialty, as well as participate
in hosting education.
(2) The protege as referred to in paragraph (1) has the following duties and responsibilities as follows:
a. teachers as professional educators educate, teach, guide, direct, train, assess, and evaluate educated participants in
early age child education of formal education, primary education,
and secondary education;
b. Counselors as professional educators provide counseling services to students in the educational unit on education level
base, secondary education, and higher education;
c. pamong learn as educators Professional education, mentoring, teaching, coaching, evaluating, and evaluating learnates, and
developing learning program models, learning tools,
and learning management on nonformal educational pathways;
d. widyaiswara as a professional educator educationing, teaching, and training educated participants on education and training programs
prepositions and/or in positions organized by
city government;
e. A tutor as a professional educator provides learning assistance to learers in the remote learning process and/or
face-to-face learning in formal and
field education units;
f. Instructors as professional educators provide technical training to the learers on course and/or training;
g. Facilitators as professional educators train and assess in educational and training institutions;
h. pamong ...
h. Early childhood education as professional educators parenting, guiding, training, assessing the development of children of age
early in the playing group, child care and other forms that
a type on nonformal educational pathways;
i. Special guidance teachers as professional educators guide, teach, assess, and evaluate abnormality students in
general education units, vocational education units, and/or units
religious education; and
j. nara technical sources as professional educators train certain skills for learers on equequality education.
Article 110 (1) Educators must have academic qualifications and competency appropriate
with the provisions of the laws.
(2) Academic qualifications and teacher competence and lecturers on formal education units must conform to the provisions of the regulations
the negotiations.
(3) Academic qualification and pedagogical competence other than teacher refers to applicable laws.
(4) Academic qualifications and educator competence on nonformal educational pathways is set up with Regulation Minister.
Article 111 (1) Educationist other than educators as referred to in
Article 109 includes the management of the educational unit, the observer, the supervisor,
researchers, developers, library power, power laboratory, technicians
study sources, administrative power, psychologists, social workers, therapists,
cleanliness and security, as well as other desigforces that
work on the education unit.
(2) The power of education as referred to in paragraph (1) has the duty and responsibility as follows:
a. the management of the educational unit manages the educational unit on formal or nonformal education;
b. Viewing ...
b. Viewing, monitoring, and coaching on a non-formal education unit;
c. supervisors perform monitoring, assessment, and coaching on formal education units of early-age children, primary education, and
education middle;
d. Researchers conducted research in the field of education in early childhood education, primary education, secondary education,
and higher education, as well as a nonformal education;
e. The developer or engineer performs a handout or adhesive in the field of education in the education unit of the age of age
early, primary education, secondary education, and higher education,
as well as a nonformal education;
f. Library power is performing library management on the education unit;
g. Laboratory power helps educators manage the practicality activities in the educational unit laboratory;
h. The source technicians learn to prepare, maintain, improve the means and amenities of the education unit;
i. Administrative power is organizing administrative services on the education unit;
j. Psychologists provide pedagogical-pedagogical assistance services to learners and educators on special education and education
child early age;
k. Education social workers provide sociological assistance services-pedagogical to educated participants and educators on special education
or special services education;
l. The therapist provides the service of physiological-kinesiological assistance to the learners on special education; and
m. Cleanliness and security provide environmental and environmental hygiene services.
The Third Section ...
Third Section Of Appointment, Placement, Removal,
and Stop Section 112 The City Government is planning the need for educators and education personnel
that meets National Standards of Education based on planning
a requirement that refers to applicable laws.
Article 113 (1) Service, placement, transfer, and dismissal of educators
and the education force in the unit of education hosted
by the municipal government implemented according to rules provisions
laws.
(2) Rapture, placement, removal, and dismissal of educators and educational power by the city government exercised in order
expansion and alignment of educational access as well as increased quality, power
saing, and the relevance of education.
(3) Rapture, placement, removal, and dismissal of educators and educational personnel on educational units organized
by the public is done by the educational organizer who established
communities based on the work agreement and in accordance with provisions
laws.
Fourth Section of Career Development, Promotion, and Paragraph 1 Coaching Career of Section 114 (1) City Government is required to conduct educator and power career coaching
education in accordance with career coaching patterns refers to
applicable laws.
(2) Organisers ...
(2) The educational organizer of the public is required to undertake the career coaching of educators and educationist in units
The education that is held in accordance with the career coaching pattern
as It is in verse (1).
(3) Educators career coaching is exercised in the form of improved academic qualification and/or competency as a learning agent
by referring to the National Standards of Education.
(4) Coaching of the power career Education is implemented in the form of increased academic qualifications and/or managerial competence and/or
technical as an education-force by referring to the Standard
National Education.
Paragraph 2 Promotions and Article 115 Award Promotion and awards for educators and power Education is done
based on educational background, experience, ability, and achievement
work in education.
Article 116 (1) Promotion for educators and educationist as referred to
in Section 115 is given in the form of a pangkat/group increase,
ascension, and/or other forms of promotion exercised in accordance
with the provisions of the negotiations regulations.
(2) Promotions for educators And the educency is not a civil servant in the education unit. hosted by the community
is implemented in accordance with the base budget and the household budget
education organizer as well as the perinvite rules provision-
invitation.
Article 117 (1) The award for educationist and educationist as
referred to in Section 115 is given by:
a. Mayor ...
a. mayor on the city level; b. camat on the subdistrict level; c. lurah at the solubility level; and d. The leader of the education unit at the level of education (2) An award for educators and educationist may be provided by
society and profession organizations at an international, national level,
province, district/city, subdistrict, desa/kelurahan, and/or level
education unit.
(3) The Award as referred to in paragraph (1) and paragraph (2) is provided in accordance with the provisions of the laws, in form:
a. service mark; b. promotion; c. charter; d. money; and/or e. Another form of appreciation. Article 118 (1) The City Government gives awards to educators and/or
dedicated educency serving in the border area
with other regions, areas that are experiencing natural disasters, disasters
social, or region in another state of emergency.
(2) Educency or educency knockout in carrying out the duties of obtaining the award from the city government, and/or organizer
the education unit is appropriate. with the rules of the invite-
invitation.
Fifth Section Prohibition of Article 119 Educency and educational power, both individual and collective,
is prohibited:
a. sells textbooks, teaching materials, ingredients supplies, uniform clothes, or uniform clothing materials in the education unit;
b. Picking ...
b. take charge in providing study guidance or les to the learers in the education unit;
c. doing everything both directly or indirectly that characteres the integrity of the evaluation of the learnant's learning results; and/or
d. Conduct levies to educate participants either directly or indirectly in conflict with the provisions of the invite-
invitation.
BAB XV FOUNDING EDUCATION UNIT Article 120 (1) Establishment of a program or education unit of an early-age child education
formal, primary education, secondary education, is required to obtain permission
from the city government.
(2) The establishment permit as referred to in paragraph (1) for kindergarten, SD, junior high school, high school, and SMK, which meets minimum service standards until
with the National Standards of Education, provided by the mayor or the official
appointable.
(3) SD, junior high school, high school, and SMK development permits, which meet the National Standard Education became a unit and/or educational program
based on local prominence, given by the mayor or an official who
appointed.
(4) More terms on the manner of granting formal education unit permissions as referred to in paragraph (1) up to paragraph (3)
refers to applicable laws.
Article 121 (1) The founding terms of the formal education unit include the content of education,
the number and qualification of educators and the education, means and
education infrastructure, education financing, evaluation system and
certification, as well as the management and educational processes.
(2) Terms as referred to in paragraph (1) guidelines on the provisions in the National Standards of Education.
(3) In addition to ...
(3) In addition to the terms as referred to in paragraph (1) the establishment of an educational unit must attach:
a. the results of a feasibility study on the prospect of establishing a formal educational unit of spatial, geographical, and ecological terms;
b. the results of a feasibility study on the prospect of establishing a formal education unit in terms of listing prospects, finance, social, and cultural prospects;
c. data on the balance between the number of formal education units with school-age residents in the region That's;
d. data on estimates of the educational unit distance proposed among a formal formal education unit cluster;
e. data on the capacity of the display power and the range scope of the existing formal education unit; and
f. data on estimated financing for the survival of at least one (one) academic year.
Article 122 (1) The establishment of a nonformal education unit is required to obtain permission from
the city government.
(2) Further provisions on the terms of the establishment and the order of granting nonformal education unit permissions refer to the regulations
applicable laws.
BAB XVI ROLE AS WELL AS THE PUBLIC General Information Section 123 Society may play a role in the event education through
various community components, community-based education, board
education, and school committees/madrasas.
Article 124 ...
Article 124 (1) The society plays a role as well as in the implementation of compulsory program of 12
years.
(2) The public acts as well as in creating situations that are conducive to the study of culture learning in particular to students in the environment
respectively, by the way:
a. shutting down the entertainment/game tool and the means of communication that
can disrupt the effectiveness of learning at 18:00 to 20.00,
except on the holidays; and
b. provisioning of community learning sources.
(3) The public was instrumental in creating a conducive situation at the time the school hours took place by encouraging each student to
be in school at school hours.
Section 125 (1) Any Enterprise located in the City plays as well as in
the hosting of education.
(2) The role as well as the Company as referred to in paragraph (1) by means of providing the top priority of the Corporate Social Responsibility
that is its obligation
(3) The funds as referred to in verse (2) are next called the Smart Depok Fund.
(4) The Depok Cerdas Fund can also come from a variety of interested in advancing. education in the City, which is a social fund that is not
binding and does not have any consequences.
(5) The Depok Cedas Fund originating from the company as referred to in paragraph (3) in the allocation is as follows:
a. A total of 20% is distributed to the education of early childhood education, both formal and non-formal lines;
b. A total of 50% is channeled to the students at risk of dropping out of school;
c. 30% for the procurement of facilities and educational infrastructure in the nearest educational unit at the company's location.
(6) The Procurement ....
(6) The existence of educational means and infrastructure as referred to in paragraph (5) of the City Government's c-letter is exercised with
guidelines on applicable laws.
(7) the Company and Others convey information about the use of the Cerdas Fund on the organization of the related device organizations.
Part 2 Functions of Article 126 The role as well as the public in education is to improve access, quality,
power saing, relevance, governance, and accountability of management and
host education.
Third Part Part Component as well as Community Section 127 (1) The role as well as society includes roles as well as individuals, groups,
families, profession organizations, entrepreneurs, and organizations
(2) The role and society as referred to in paragraph (1) may be the source, executor, and user of the educational results in the form:
a. provisioning of educational resources; b. host of education units; c. use of educational results; d. The supervision of an educational institution; e. education management oversight; f. Consideration in decision making that
impacts education stakeholders in general;
and/or
g. Providing assistance or facilities to the education unit and/or the organizing unit of education in the running of its functions.
(3) Surveillance ...
(3) Surveillance as referred to in paragraph (2) d and letter e does not include checks that are authority authority
functional supervision.
(4) The role as well as the public in particular in education can be channeled through:
a. city education board; b. School committees/madrass; and/or c. The representation organ of the stakeholders of the educational unit. (5) The profession organization can play a role as well as in education through: a. the quality control of the profession; b. Considerations of undergraduate or diploma study programs
four of which are potentially continuing on education
professions;
c. awarding of the curriculum of vocational or vocational studies programs relevant;
d. Competency and competency certification for the competency (s) are performed by the education unit;
the accreditation of a study program or an educational unit; and/or f. Another role relevant to his profession. Fourth Section of Community-Based Education Article 128 (1) Public-based education may be indifferent to units
formal and/or non-formal education on all types and types
education.
(2) The public can host a society-based education unit on formal and/or nonformal education in accordance with
religious pecurariness, social environment, and culture for the sake of
society.
Article 129 (1) The curriculum of a society-based education unit as referred to
in Article 127 meets the National Standard of Education.
(2) Unit ...
(2) A society-based education unit as referred to in Article 127 may develop the curriculum according to the pecurariness
religion or social and cultural environment respectively.
section 130 (1) Management and hosting of community-based education units
on formal and nonformal education is exercised in accordance with
the rules of the negotiations regulations.
(2) The organizers of the community-based education unit can develop the pattern of the education unit in accordance with
the religious or social distinctiveness of each one.
(3) The organizers of a society-based education unit may develop an educational unit management pattern in accordance with
religious or social social distinctiveness.
The Fifth Section of the City Board of Education Article 131 (1) The city education council functions in improving the quality of services
education by providing consideration, direction and support
power, means and infrastructure, as well as educational supervision at the level
of the city.
(2) The city education board performs its functions independently and professionally.
(3) the city education board is tasked with establishing, analyzing, and giving the mayor a recombiner to the mayor's complaint, advice, criticism,
and community aspirations towards education.
(4) The city education board reports the execution of the duties as referred to in paragraph (3) to the public via print media,
electronics, pages, meetings, and/or other forms sort of as
public accountability.
(5) The city's educational board members are composed of characters who are from: a. education expert;
b. Organizer ...
b. education organizer; c. businessman; d. professional organization; e. education-based education-based on religious or social-culture; and f. international degree of education; g. local excellence-based education; and/or h. Social organization, social organization. (6) The prospective recruitment of city education board members is carried out through
announcements in print, electronics, and pages.
(7) The membership of the educational board membership is 5 (five) years and can be re-elected for 1 (one) time tenure.
(8) The city education board member may be terminated if: a. resign; b. deceased the world; c. was unable to carry out the task due to a fixed impediation; or d. sentenced to criminal offences under the
court ruling that has gained the power of the law nonetheless.
(10) The city's education board of education is at least composed of the chairman of the board and the secretary.
(11) The members of the city education board are gasal. (12) The Chairman and the secretary as referred to in verse (6) are chosen from and by the
members deliberated for the assemblies or by voting.
(12) The funding of the city education council may be sourced from: a. City Government; b. community; c. non-binding foreign aid; and/or d. Another legitimate source. Article 132 (1) The City Board of Education is based in the capital. (2) The members of the City Board of Education are set by the mayor. (3) The members of the City Board of Education are at most 11 (eleven)
people.
(4) Mayor ...
(4) The mayor elees and establishes the members of the City Board of Education on the basis of the proposal of the election committee of the City Board of Education which
is created by the mayor.
(5) Election Committee as contemplated In verse (4) proposes to the mayor of the most 22 (twenty-two) prospective people
The City Board of Education after obtaining a proposal from:
a. Educator professions; b. other profession organizations; or c. of the community of corrections. The sixth part of the School Committee/Madrasah Section 133 (1) the school committee serves in improving the quality of education services
by providing consideration, direction and support of power, means
and infrastructure, as well as oversight education at the unit level
education.
(2) The school committee performs its function independently and professionally. (3) The school committee is paying attention to and following up against complaints,
advice, criticism, and community aspirations against the education unit.
(4) The school committee is set up for 1 (one) educational unit or joint unit of Formal education in primary and secondary education.
(5) An education unit that has an educated participant is less than 200 (two hundred) people can form a joint school committee with units
another type of education.
(6) the school committee is based in the unit of education. (7) The school committee ' s funding may be sourced from: a. city government; b. community; c. non-binding foreign aid; and/or d. Another legitimate source.
Section 134 ...
Section 134 (1) The members of the school committee are at most 15 (fifteen) people,
composed of the elements:
a. Parents/guardians educated at most 50% (fifty percent); b. The public figure is at most 30% (thirty percent); and c. the relevant education experts are at most 30% (thirty percent). (2) The membership of the school/madrasah committee membership is 3 (three) years
and may be re-elected for one (one) time term;
(3) the school committee member may be terminated if: a. resign; b. dead the world; or c. could not carry out the task due to a fixed impediation; d. sentenced to criminal acts based on
a court ruling that has obtained a fixed legal force.
(4) The school committee ' s management of the committee consists of committee chairmen and secretaries.
(5) The members of the school committee are chosen by a parent/guardian meeting of the education unit.
(6) The committee chairman and secretary as referred to in the paragraph (4) is chosen from and by members deliberating either the ascetic or through.
voting.
(7) Members, secretaries, and committee chairmen The school is set by the principal.
The Seventh Part Prohibition of Article 135 Board of education and/or school committees, both individual and
collective, are banned:
a. sells textbooks, teaching materials, ingredients supplies, uniform clothes, or uniform clothing materials in the educational unit;
b. Pick up the study guidance fee or a lesson from an educated participant or parent/guardian in the education unit;
c. cederai ...
c. dismay the integrity of the evaluation of the results of the learer's learning results directly or indirectly;
d. print the integrity of the new student's acceptance selection selection directly or indirectly; and/or
e. Perform other activities that hurt the integrity of the education unit directly or indirectly.
BAB XVII SUPERVISION Article 136 (1) Managing oversight and hosting of education in the City
is done by City government, city education board and committee
school.
(2) The supervision of the management and hosting of education as referred to in paragraph (1) is exercised in accordance with the provisions
peraturation.
Section 137 (1) the supervision of the management and hosting of education includes
administrative and educational administrative supervision executed accordingly
with the laws of the laws.
(4) The city government carries out oversight of the management and hosting of early child education, primary education, education
medium, and nonformal education in the City.
Article 138 (1) The city government follows up to the public complaints of
irregularations in the field of education in accordance with regulatory provisions
laws.
(2) Further Tindak as referred to in paragraph (1) is done in the form of clarification, verification, or investigation if:
a. The complaint is accompanied by a clear tatters identity; and b. The complainants provide proof of an aberration.
Section 139 ...
Section 139 (1) Oversight as referred to in Section 136 may be performed
in the form of general examination, performance inspection, examination
special, thematic checking, investigative check, and/or
A unified check in accordance with the provisions of the perinvite regulations-
the invitation.
(2) The results of the supervision as referred to in paragraph (1) are reported to the agency or the agency in accordance with the regulatory provisions
laws.
(3) The check as referred to in paragraph (1) is only done by a functional supervising institute which has the authority and
the examination competency in accordance with the provisions of the regulations
the negotiations.
Article 140 In carrying out clarification, verification, or investigation as
referred to in Section 138 paragraph (2) of the city government may appoint an institution
independent examination.
Article 141 (1) The city education council carries out oversight of the management
and the holding of education in the city.
(2) The surveillance results by the City Board of Education are reported to the mayor.
Article 142 (1) The school committee carries out oversight of the management and
(2) The results of the supervision by the school committee are reported to the parent/teacher's meeting of the educated participants and the attendance of the headmaster and
the teachers board.
BAB XVIII ...
BAB XVIII SANCTION First Section of Administrative Sanctions Section 143 (1) The City Government closed the education unit and/or education program
which organizes an education without permission as intended
in Section 120 and Article 122 paragraph (1).
(2) The closure of the education unit and/or educational program as referred to in paragraph (1) is performed after going through the following stages:
a. Coaching by the Service; b. A written warning of 3 (three) times in a row; Section 144 The City Government may provide administrative sanction of a warning,
incorporation, delay or cancellation of the resource grant
education to the educational unit, the freezing, closing of the unit
education and/or educational programs that carry out an education that
does not comply with the provisions as referred to in Article 30, Section
33, Article 34, Section 37, Article 38, Section 49 of the paragraph (4), Article 51 of the paragraph (2) and the paragraph
(3), Section 52, Article 61 verse (6), Section 104 of the paragraph (2), and Article 121.
Section 145 of the educated participants who did not carry out the obligation as intended
in Section 107 of the paragraph (1) are subject to administrative sanction of the warning,
suspend, and/or be removed from the education unit by education unit.
Article 146 Personal, group, or organization, which organizes education
nonformal either deliberate or unintentional that violates the provisions
as referred to in Section 68 up to Section 80 may
administrative sanction of a reprimand written, incorporation,
freezing, and/or closure by the city government.
Article 147 ...
Section 147 (1) Educating of duty and responsibility as
is referred to in Section 109 of the paragraph (2) for no reason that
is responsible for administrative sanction in accordance with
provisions Laws.
(2) the power of education that is the duty and/or its obligations as referred to in Section 111 of the paragraph (2) for no reason can
be held liable for administrative sanction in accordance with
provisions Laws.
(3) Civil servants ' education or education personnel in violation of the provisions as referred to in Section 119 are subject to sanctions
administrative pursuant to the provisions of the laws.
(4) Educency or educency is not a civil servant in violation of the provisions as referred to in Article 113 of the paragraph (3)
subject to the sanction in accordance with a work agreement or a work agreement
together and the provisions of the laws.
(5) The organizers of the public-held education that are subject to a provision as referred to in Section 18 of the paragraph (3),
Article 19, Section 20, Section 21, Section 22 of the paragraph (1), Section 23 of the paragraph (1), Section 24
paragraph (1), Section 25, and Article 26 of the paragraph (1) are subject to administrative sanction
is the first, second, and third written warning, if not
inked by the city government.
(6) Someone who is uplifting, put, move, or dismiss educators or the educationist who conflicting
with provisions as referred to in Section 113 without any reason
authorized, administrative sanction is a written reprimand, delay
periodic pay increase, delay of promotion, deliverable of
posts, stops with respect, and/or stops with
are not respectful of his post.
Section 148 ...
Article 148 (1) The education unit is in violation of the provision of
education:
a. International level (s) as defined in Section 95 of the paragraph (1) and Article 97; or
b. Local excellence is based on local primacy as referred to in Section 100 of the paragraph (2) and Section 101 paragraph (1);
subject to administrative sanction of the first written reprimand, second, and third, delay or discontinuation of the subsidy until the revocation of the permit
by the city government.
(2) The revocation of the permit as referred to in paragraph (1) is carried out after being held the longest three (three) year by the city government.
Article 149 (1) Another country education unit which organizes educational work
equals the unit of education in Indonesia that is not appropriate to
the provisions as referred to in Section 104 of the paragraph (2) and Pasal105
paragraph (2) is subject to administrative sanction of a written reprimand, freezing,
and/or closing of an educational unit by mayor.
(2) Indonesian education units that perform management cooperation with other state education units that do not comply with the provisions
as section 106 paragraph (3) are subject to administrative sanction
is a written reprimand, freezing, and/or unit closure
education by mayor.
Article 150 of the education unit that violates the provision of education management
as referred to in Article 29, Section 31, Section 32, Article 53, Article
35 verses (1), Section 37 of the paragraph (1), and Article 38 The administrative sanction is
A written reprimand, incorporation, freezing, and/or closing of the unit
education by the city government.
Article 151 ...
Article 151 (1) the education board member or the school/madrasah committee in violation of
the provisions as referred to in Article 135 are subject to sanctions
the administrative form of a reprimand is written by the city government.
(2) An education board member or a school committee/madrasah who is in charge of her duties beyond the function and duties of the education board
as referred to in Article 131 of the paragraph (2) and the paragraph (4) as well as the function
committee The school/madrassa as referred to in Article 133 paragraph
(1) is subject to sanction The administrative is a written reprimand by the Government
city.
The Second Section of Criminal Sanction Article 152 Any person who violates the provisions of Article 120 paragraph (1), Section 122 paragraph (1)
is subject to criminal sanctions referring to the legislation on the system
national education.
BAB XIX provisions CLOSING Section 153 Things that have not been set up in this Area Regulation as long as about
the technical implementation, will be further set up with the Mayor Regulation
Section 154 ...
Section 154 This section of the Regulation is valid for the date of the promulgated.
For everyone to know it, ordered the Rule of Regulation
This area with its placement in the Depok City Area Sheet
Specified in Depok
on December 30, 2010
MAYOR DEPOK
ttd.
H. NUR MAHMUDI ISMA ' IL Was promullated in Depok on December 30, 2010 THE SECRETARY OF THE CITY OF DEPOK
ttd. ETY SURYAHATI, SE, M. Si NIP. 19631217 198903 2 006 OF THE 2010 CITY DEPOK AREA NUMBER 08
EXPLANATION OF THE CITY ' S MUNICIPAL ORDINANCE DRAFT
NUMBER 08 IN 2010 ABOUT
MANAGEMENT AND HOSTING OF EDUCATION I. GENERAL
The vision of the national education system is switched in Act Number
20 Years
2003 on the National Education System that directs the education system to be
able to guarantee educational opportunities, improvement of quality and relevance
and the efficiency of education management to face challenges according to the demands
local change of life, national,
The vision of the national education system as a strong and authoring social link
hinting that the management and the hosting education on all lines,
the body, and the type of education by the Government, local government, and the public should
take place synergistic. The national educational system's vision is meant to empower
all Indonesian citizens to develop a quality human being
so capable and poactive answering the ever-changing era challenges.
In an era globalization and current information, openness to characteristic
a democratic life, and this brings an impact on the rapid development of policies
and educational initiative. Educational quality parameters, both viewed in terms of supply,
process, and educational outcomes always change. The responsibility of education is
hands with the Government, the public and the elderly. Therefore education
must continuously improve its quality through an update that
can be accounted for to stakeholders (stakeholders) to be able to
prepare a successor generation the nation has since early so has a competitive seed
in the national and global life order.
In order for the implementation of the national education system, then the development vision
SDM in Depok City is directed to incullate creation of a religious, soulless
creatively, has the expertise or Specific competencies, enterprise skills and love
the environment.
For ...
To outline the mandate of the implementation of Act No. 20 of 2003
on the National Education System, in regulation of this area is set about policy
The Depok City Government guarantees the organizers of the mandatory program studying 12 years
for all Depok City public citizens. It means that the Government of the City of Depok is targeting
that the program should be required to study until the SMA/SMKRule level is in line with
with Act Number 23 of 2002 on Child Protection is where
every child entitled to obtain an education and teaching in the framework of development
his personal and intellectual level according to his interests and talents. For that every
parents/guardians are required to carry out a mandatory 12-year study program.
The parent/guardian of the educated parent/guardian who is able but does not want to be schooled
her school-aged son will be sanctioned criminal in line with the Invite-
Invite Number 23 Year 2002 on Child Protection.
For the implementation of the 12-year-old compulsory study program it is more optimized
on the execution of the equivalent education program SMA/SMK/MA/MAK/or Package program C.
This policy is in anticipation of a person/trustee Students who do not have a fee
to educate their child through a formal educational path, then parents/guardians
protege may choose a non formal educational path or SMA/SMK equivalent education program
or program Package C.
In addition to it in laying out the Act on National Education System
then the regulation of this area regulates the allocation of minimum education budgets
20% of APBD outnumbers outside salaries of educators, and The cost of education. Through the allocation
The education budget, the City Government is mandated to allocate
the budget for the operational assistance of both public and private schools. As well as allocation
a maximum budget of 10% of that education budget for upgrade programs
the quality of educators, education power, and community learning sources.
II. SECTION BY SECTION Section 1
Clear enough Article 2
Clear enough Section 3
Letter a Mean ...
The intent of education is organized democratically and justice
as well as not discriminatory by upholding human rights, values
religious, cultural values, and the nation ' s plurality is through reinforcement
religious value in the realization of Depok City's vision of RPJPD's vision as a city
religious is emphasized among others by reading reading, understanding
and observing the sacred scripture of each of the 15 minutes prior to
teaching learning activities began, as well as through extracurricular activities
The religious.
Letter b
Pretty clear
Font c
Pretty clear
letter d
Quite clear
letter e
Pretty clear
letter f
Pretty clear
font
Quite clear
letter h
Clear enough
Article 4 is pretty clear
Article 5 is pretty clear
Article 6 Verse (1)
Quite clear Verse (2)
For parents who have limited Article 7
Verse (1)
Enough ...
Clearly Verse (2)
Alocation of the education function shopping budget in APBD includes capital shopping, goods shopping, employee shopping, social assistance shopping, financial aid shopping, and grant shopping.
Verse (3) Pretty clear
Verse (4) Alocation of 10% is from the budget of direct services outside the budget
the assistance of the central government and provincial governments. Budgeting priorities
directed at the program of improvement of the quality of educators and the education workforce
in the inclusion school, as well as improving the quality of community learning sources
among them the reading garden.
Article 8 Is quite clear
Article 9 Verse (1)
The target rate of educational participation level is conducted based on the target of the provincial participation rate and the national participation rate target
Verse (2) Pretty clear
Verse (3) Pretty clear
Section 10 Clear Clear
Article 11 Quite clear
Article 12 reasonably clear
Article 13 Quite clear
Article 14 Quite clear
Article 15 Quite clear Article 16 ...
Article 16 Quite clear
Article 17 reasonably clear
Article 18 reasonably clear
Article 19 reasonably clear
Article 20 reasonably clear
Article 21 reasonably clear
Article 22 is fairly clear
Article 23 is pretty clear
Article 24 is fairly clear
Article 25 reasonably clear
Article 26 reasonably clear
Article 27 reasonably clear
Article 28 reasonably clear
Article 29 reasonably clear
Article 30 reasonably clear
Article 31 reasonably clear
Article 32 Quite clear
Article 33 ...
Article 33 Is fairly clear
Article 34 reasonably clear
Article 35 reasonably clear
Article 36 reasonably clear
Article 37 reasonably clear
Article 38 reasonably clear
Article 39 reasonably clear
Article 40 reasonably clear
Article 41 Is fairly clear
Article 42 Verse (1)
referred to by "other forms of equal" in this provision among others Bustanul Athfal (BA), Tarbiyatul Athfal (TA), Kanak Kanak Al Qur'an (TKQ), Al Qur'an Education Park (Quran). (TPQ), Adi Sekha, and Pratama Widyalaya.
Verse (2) Pretty clear
Verse (3) Pretty clear
Article 43 Enough clear
Article 44 Verse (1)
Quite clear Verse (2)
Shapes.
The form of discrimination, among other things, differentiates on the basis of gender considerations, religion, ethnicity, social status, economic ability, and child's physical or mental condition.
Article 45 Is fairly clear
Article 46 Verse (1)
Quite clearly Verse (2)
The letter of a Program of religious and noble learning in kindergarten, RA, or any other form is equal intended for the improvement of the spiritual potential of educated participants through observant examples of educators in order to become a daily habit, both in in and out of school so be a part of school culture
Letter b Social and personality learning programs in kindergarten, RA, or other forms are equal to the establishment of awareness and insight of learners for their rights and obligations as citizens and in social interaction and understanding. against self and improvement of self-quality as humans as an orange has a sense of confidence.
The letter c of the Programme of orientation and recognition of knowledge and technology in kindergarten, RA, or any other form is equal intended for preparing students academically entering SD, MI or any other form equal to It emphasizes the preparation of the ability to communicate and logically through speaking, listening, prewriting, prewriting, and prelong counts that must be carefully executed, unforced, and fun that the child likes to learn.
The d-letter of the aesthetic learning program in kindergarten, RA or other equivalent form is intended to improve the sensitivity, self-expressing ability and ability to appreciate the beauty and harmony that manifests itself in the daily behavior.
The letter e Program of physical learning, sports and health in kindergarten, RA, or other equivalent forms are intended to increase the physical potential and instill sportsmanship as well as awareness of healthy and healthy living.
Verse (3)
The letter a ...
The letter a pretty clear
The letter b is fairly clear
The letter c is pretty clear
The d letter referred to "psychosocial stimulation" in this provision is educational stimuli that foster the sensitivity of understanding and attitude against the surrounding social environment. For example understand and be polite to parents, brothers, friends.
The letter e is quite clear
Article 47 is quite clear
Article 48 Verse (1)
Another form is equivalent to SD and MI among others Package A, education diniyah basic, elementary school Christian theology (SDTK), adi widyalaya, and culla sekha.
Verse (2) Other forms are equivalent to junior high school and MTs among others Package B, secondary diniyah education, the first secondary school of Christian theology (SMPTK), madyama vidyalaya, and majjhima sekha.
Article 49 Quite clear
Article 50 reasonably clear
Article 51 Quite clear
Article 52 Quite clear
Article 53 is quite clear
Article 54
Verse (1) ...
Verse (1) Clear enough
Verse (2) Clear enough
Verse (3) Clear enough
Verse (4) It is clear
paragraph (5) referred to "scholastic aptitude test)" is a test of the general's ability of the child.
Article 55 is fairly clear
Article 56 reasonably clear
Article 57 of the secondary education objective in the provisions of this section is intended in order to deliver educated participants in order to be able to live productive and ethical life in a compound society, as well as being a law-abied citizen in the context of global life that is constantly changing.
Article 58 Verse (1)
Another form equal to high school and MA among others, Package C, upper secondary education, middle school Christian theology (SMATK), middle school Christian religion (SMAK), vidyalaya main, and mahasekha.
Verse (2) Simply clear
Verse (3) Pretty clear
Article 59 reasonably clear
Section 60 Verse (1)
The major in SMK, MAK, or other forms of equal will determine the scope of the subjects on each type of field of expertise study. The shape of the study of expertise is the smallest academic unit in vocational education. Verse (2) ...
Verse (2) Pretty clear
Verse (3) Clear enough
Verse (4) Clear enough
Verse (5) Quite clear
Article 61 reasonably clear
Article 62 reasonably clear
Article 63 is quite clear
Article 64 is clear enough
Article 65 is fairly clear
Article 66 is quite clear
Article 67 Verse (1)
Nonformal education serves as an anti-anti, enhancer, and formal education supplement for the learner who, due to various things, cannot follow the activities of the community. learning on a formal education unit or an educated participant chooses a nonformal educational path to meet The study needs. Nonformal education types that have fomal education function are: SD Package A program equivalent to SD, Junior High School Pack B Program, and High School C-based C Package Program as well as courses and training. Nonformal education serves as an enhancer to formal education if knowledge, skills, and attitudes earned by ddik in formal education units are not adequate. Nonformal education serves as a complement if the learnant in the formal education unit feels the need to add to the editing, skills, and attitude through the nonformal educational path.
Verse (2)
Enough ...
Clearly Verse (3)
Quite clear Article 68
Verse (1) Is clear enough
Verse (2) referred to "other accreditation institutions" such as the Accreditation Institute, the Working Training Institute, and the Office of the Profession Certification.
Verse (3) Pretty clear
Verse (4) Clear enough
paragraph (5) referred to as "equality test" is the examination of equality with the results of the study at the formal education ahir.
Article 69 Quite clear
Article 70 is quite clear
Article 71 is clear enough
Article 72 Verse (1)
In question "playing group" is sala one form of child education unit early age nonformal education which organizes education programs in play form while learning for children ages 2 (two) to 6 (six) years with priority 2 (two) to 4 (four) years The social welfare aspect of the child. The "daycare park" is one of the forms of the non-formal child education unit early age that organizes education programs in the form of play while studying for children ages 0 (zero) to 6 (6) years with priority 0 (zero) up to 4 (four) years paying attention to the parenting aspect and child social care.
Verse (2) Pretty clear
Verse (3) ...
Verse (3) Which is referred to as "child education unit of early non-formal education pathway" is one of the forms of the early age child education unit of nonformal education that interlases education programs in the form of play while studying for a 0 (zero) 6-year-old child who can be held in the form of a program independently or integrated with a variety of child services early age and in an institution of security that is in the community.
Article 73 Verse (1)
personal incompetence of proficiency in performing the worship according to with its adhered religion, proficiency in the condition and self-determination, proficiency in self-correction, proficiency in choosing and determining the path of personal life, confidence, proficiency in the face of challenges and problema And skill in self-governing. Social skills include the skills of family, society, nation, and country, the ability to cooperate, proficiency in self-adjusting to the environment, empathy or the middle of taste, leadership and social responsibility. Aesthetic prowess includes proficiency in improving the sensitivity, ability to express, and ability to appreciate beauty and harmony. Kinesthetic prowess includes proficiency in enhancing physical potential to sharptest readiness, guided movements, reflex movements, complex movements, and individual improvisation movements. Intellectual prowess includes proficiency on the mastery of the sciences, technology and/or art in accordance with the fields studied, critical and creative, proficiency of research and experiment-experiments with scientific approaches. Vocational prowess includes proficiency in selecting jobs, managing work, expanding professionalism and work productivity and a code of ethics competing in doing work.
Verse (2) Pretty clear
Verse (3) Pretty clear
Verse (4) Pretty clear
Verse (5) Pretty clear
Article 74 ...
Article 74 Quite clear
Article 75 reasonably clear
Article 76 reasonably clear
Article 77 Quite clear
Article 78 reasonably clear
Article 79 Verse (1)
The Vocational C Package Program is a non-formal educational program Which is a vocational education equivalent to SMk or MAK.
Verse (2) Pretty clear
Verse (3) Pretty clear
Verse (4) Clear enough
Verse (5) Clear enough
Verse (6) Pretty clear
Verse (7) Pretty clear
Verse (8) Pretty clear
Verse (9) Clear enough
Verse (10) Pretty clear
Verse (11)
Enough ...
Quite clearly Verse (12)
Quite clearly Article 80
Quite clearly Article 81
Quite clearly Article 82
Quite clearly Article 83
Quite clearly Article 84
Quite clearly Article 85
Quite clearly Article 86
Clearly Article 87
Verse (1) The denngan "guarantees" is: a. assist with the availability of the means and infrastructure as well as educators and power
the education required by the learnant is abnormality; b. Provide administrative sanction to an educational unit that has
a resource that does not receive the leared student Verse (2)
Quite clearly Verse (3)
Clear enough Article 88
Quite clearly Article 89
Verse (1) Other similar and equal names for exceptional kindergartens, among other things, special kindergarten, or special kindergarten.
Verse (2)
The letter a ...
Another kind of similar and equal letter for exceptional elementary school, among other special primary schools or special elementary schools.
The same type of other Sebutant letter and an equal for the first high school is exceptional, Otherwise the first special middle school or the first high school is special.
Verse (3) Another type of similar and equal for high school is exceptional, among other special high schools or high school Special. Other similar and equal names for exceptional vocational secondary schools, among other special vocational secondary schools or special vocational secondary schools.
Verse (4) Pretty clear
Verse (5) Quite clear
Article 90 Verse (1)
Quite clearly verses (2)
The spiritual intelligence is human intelligence to understand and carry out religious teachings. Intellectual intelligence is the human intelligence that humans primarily use to relate to managing nature. Emotional intelligence is a human represciation and is primarily used to manage self-emotions and relationships with others and society with an empathy attitude. Social intelligence is a human intelligence that is primarily used to connect and to work with others and people and human relationships. Aesthetic intelligence is a human intelligence associated with a sense of beauty, greed, and harmony. Kinesthetic intelligence is a human intelligence that deals with the coordination of gestures as performed by dancers and athletes.
Article 91 Verse (1) Enough ...
Clearly Verse (2)
The letter of the acceleration program is a learning program designed to provide an opportunity to educate participants achieving the standard of content and competency of graduates in a shorter time of time. Studying is set. For example, long learning 3 (three) years in high school can be completed from 3 (tga) years.
The letter b of the enrichment Program is a learning program designed to provide an opportunity for learers to achieve a wider competency. And/or deeper than the standard of content and standards of graduate competencies. For example, the scope and sequence in certain subjects is extended or deepened by adding other aspects such as morals, ethics, applications, and interconnectedness with other materials that expand and/or deepen the field of science. eyes of that lesson.
Verse (3) Clear enough
Verse (4) Clear enough
Verse (5) Clear enough
Article 92 is quite clear
Article 93 In question "developed country" is a country with excellence in the field of science Certain knowledge, technology, and art.
Article 94 Quite clearly
Article 95 Is Enough clear
Article 96 Is pretty clear
Article 97 is pretty clear
Article 98 Pretty clear
Article 99 ...
Article 99 Quite clear
Article 100 reasonably clear
Article 101 Quite clear
Article 102 reasonably clear
Article 103 Quite clear
Article 104 reasonably clear
Article 105 reasonably clear
Article 106 Quite clearly
Section 107 Verse (1)
The letter a fairly clear
The letter b is fairly clear
The letter c is fairly clear
The letter d is pretty clear
The letter e In an attempt to grow love in the nation, and the state, then the learnperson is obliged to follow the ceremony flag once a week.
The letter f is pretty clear
The letter g is pretty clear
The letter h ...
It is fairly clear
The letter i fairly clearly
The letter j is quite clear
The letter k is fairly clear
Verse (2) Pretty clearly
Verse (3) Pretty clear
Article 108 is pretty clear
Article 109 Verse (1)
Sebutant Otherwise, in accordance with the specific subject matter among other children of early childhood education, special guidance teacher, and technical informant.
Verse (2) Letter a
Pretty clear the letter b
Quite clear the letter c
Counselors in this provision including guidance teacher and letter counseling
Pretty clear the letter e
Pretty clear the letter f
Enough clear letter g
Pretty clear
Letter h ...
It is fairly clear
The letter i fairly clearly
The letter j is quite clear
The letter k reasonably clear
Article 110 is fairly clear
Article 111 is fairly clear
Article 111 is fairly clear
Article 112 is fairly clear
Article 114 Quite clear
Article 115 is fairly clear
Article 116 reasonably clear
Article 117 Quite clear
Article 118 is fairly clear
Article 119 The letter
Quite clearly the letter b
If the educator feels that the participant Protege requires additional learning, with the need to be fulfilled through a remedial program as per the curriculum provision Applicable.
The letter c is pretty clear
The d ...
The letter d is fairly clear
Article 120 reasonably clear
Article 121 reasonably clear
Article 122 Quite clear
Article 123 Quite clear
Article 124 Quite clear
Article 125 Quite clear
Article 126 Is fairly clear
Article 127 Verse (1)
The role and among others, parents or guardians of students, families of educated participants, communities around educational units, organizations of the profession of educators, organization of parents or guardians of learnants, organs representation of educational unit stakeholders such as school committees/madrasas, councils education, professional organizations, business institutions, correctional organizations, as well as other relevant people, agencies or oganization.
Verse (2) Pretty clear
Verse (3) Clear enough
Verse (4) Clear enough
Verse (5) Pretty clear
Article 128 Verse (1)
Quite clear Verse (2) ...
Verse (2) One educational unit can have a religious, social environment, and culture at once. The religious level of the educational unit can be a general education organized by a particular religious group; public education that organizes general education and religious sciences such as MI, MTs, and MA; or religious education such as education. diniyah, pesantren, pabajja samanera, and other forms of similar kind. Education with the pecuoariness of the social and cultural environment is the charge of education and/or a learning approach that is tailored to the local needs and social and cultural potential.
Article 129 is quite clear
Article 130 Is quite clear.
Article 131 is fairly clear
Article 132 is fairly clear
Article 133 is fairly clear
Article 134 Verse (1)
Composition of the school committee/madrassa, for example, the representative of the parent/guardian of the educated participants, only meets 40% (four). Twenty percent), so the representative element of the public figure was 30% (thirty percent) and education experts are 30% (thirty percent). If the parent/guardian of the student population is 50% (fifty percent), the representative element of the public figure may amount to 25% (twenty-five percent), or the public figure is 30% (thirty percent), and the education expert is the number of people. 20% (twenty percent), or public figures are 20% 9twenty percent) and education experts are 30% (thirty percent).
Verse (2) Pretty clear
Verse (3) Pretty clear
Verse (4) Pretty clear Verse (5) ...
Verse (5) Pretty clear
Article 135 Quite clear
Article 136 Quite clear
Article 137 Quite clear
Article 138 Quite clear
Article 140 reasonably clear
Article 141 Quite clearly
Article 142 is reasonably clear
Article 143 Quite clear
Article 144 Quite clear
Article 145 Quite clear
Article 146 Quite clear
Article 147 reasonably clear
Article 148 Quite clear
Article 149 Quite clearly
Article 150 is clear enough
Article 151 is quite clear
Article 152 ...
Article 152 reasonably clear
Article 153 is fairly clear
Article 154 is fairly clear
Article 155 is quite clear
ADDITIONAL SECTION OF DEPOK CITY AREA NUMBER 08
