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Local Regulations No. 15 Of 2008

Original Language Title: Peraturan Daerah Nomor 15 Tahun 2008

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YEAR

:

WITH THE GRACE OF THE ALMIGHTY GOD

THE DRAW: A. that the hosting of education in Bandung City has been set up with

The Bandung City Regional Regulation Number 20 of 2002 on

The Teacher of Education in Bandung City;

b. that Bandung City County Regulation No. 20 Year 2002

The education in Bandung City in its development is not

adequate and needs to be refined in order to comply with the rules change

perinvite

c. that in order to increase the upgrade

Bandung to be more reliable and successful in order to be necessary

increased means and educational infrastructure, supervision and control

and service delivery in the field of education optimal;

d. that based on the team

the letter c, needs to be formed by the Bandung City County Regulation on

Educational freshmen;

Given: 1. Invite

Large in the Environment of Java Province T

SPECIAL YOGYAKARTA (SET OF STATE RULES OF REGION FORMATION

AREA);

2

SECTION SHEET

BANDUNG CITY

2008

REGULATIONS MAYOR BANDUNG

NUMBER: 15 YEARS 2008

ABOUT

HOSTING EDUCATION

MAYOR BANDUNG,

-invitations in the field of education and development demands;

bangan as referred to in letter b and

-Invite Number 16 The 1950s about the formation of the City Area

NUMBER

: 15

about

The education in the City

imur/Central/West and Region

2. Act ...

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2. Law No. 08 of 1974 on the Poes of Staff

as amended by Act No. 43 of 1999

(sheet state of the Republic of Indonesia 1974 number 55, additional

sheet of State of the Republic of Indonesia) Indunesia Number 3041 jo. State Sheet

Republic Of Indonesia 1999 Number 169, Added Republic Of State Sheet

Indonesia Number 3890);

3. Law No. 4 of 1997 on Persons with Disabilities (Sheet

The State Of The Republic Of Indonesia In 1997 Number 9, An Additional Sheet

The State Of The Republic Of The Republic Of Indonesia Number 3886);

4. Law No. 28 of 1999 on the holding of the State that

Clean and Free of Corruption, collusion and Nepotism (state Sheet

The Republic Of Indonesia In 1999 Number 75, Additional Sheet Of State

Republic of Indonesia Number 3851);

5. Act Number 16 of 2001 on the Foundation as it has been

amended with Act 28 of 2004 (Republican Gazette

Indonesia Year 2001 Number 112, Additional Gazette Republic of State

Indonesia Number 4132 jo. Sheet Of State Of The Republic Of Indonesia In 2004

Number 115, Additional Sheet Of Republic Of Indonesia Indonesia Number 4235);

6. Law Number 23 Year 2002 on Child Protection (Sheets

State Republic Of Indonesia In 2002 Number 109, Additional Sheet

State Of Republic Indonesia Number 4235);

7. Law No. 20 of 2003 on National Education System

(leaf of state of the Republic of Indonesia in 2003 No. 78, additional

sheet of state of the Republic of Indonesia No. 4301);

8. Law Number 32 of the Year 2004 on Local Government

as amended for the second time with Law Number

12 Years 2008 (Indonesian Republic of Indonesia Gazette 2004 number

125, Extra Sheet Republic Of Indonesia Number 4437 Jo.

leaf Of State Of The Republic Of Indonesia 2008 Number 59, Additional

sheet Of State Of The Republic Of Indonesia Number 4844);

9. Law No. 33 of the Year 2004 on Financial Balance between

Central Government and Regional Government (Republican Gazette

Indonesia 2004 No. 126, Additional Republican Gazette

Indonesia Number 4586);

10. Law No. 14 Year 2005 on Teachers and Lecturers (Sheet

State of the Republic of Indonesia in 2005 Number 157, Extra Sheet

State of the Republic of Indonesia Number 4586);

11. Rules ...

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11. Government Regulation No. 28 of 1990 On Basic Education

as amended by Government Regulation Number 55 of 1998

on the Change of Government Regulation No. 28 of 1990 on

Basic Education (sheet Of State Of The Republic Of Indonesia Year 1990 Number

36, Additional Gazette Republic Of Indonesia Number 3412 Jo.

sheet Of State Of The Republic Of Indonesia In 1998 Number 90, Additional

Page Of Republic Of Indonesia Indonesia Number 3763);

12. Government regulation number 29 of 1990 on Secondary Education

as amended with Government Regulation No. 56 Year 1998

on Change of Government Regulation No. 29 of 1990 on

Education Medium (sheet State Of The Republic Of Indonesia 1990 Number 37,

Additional Sheet Of Republic Of Indonesia Indonesia Number 3413 jo. Sheet

The State Of The Republic Of Indonesia In 1998 Number 91, Extra Sheet

The State Of The Republic Of Indonesia Number 3764;

13. Government regulations no. 73 Years 1991 on Foreign Education

(leaf State of the Republic of Indonesia 1991 No. 95, Supplement

sheet of state of the Republic of Indonesia Number 3641);

14. Government Regulation Number 38 of 1992 on Power Education

as amended by Government Regulation No. 39 of 2000

(sheet state of the Republic of Indonesia 1992 number 68, additional

sheet of state Republic of Indonesia No. 3484 jo. Sheet Of State

Republic Of Indonesia In 2000 Number 91, Extra State Sheet

Republic Indonesia Number 3974);

15. Government Regulation Number 39 Of 1992 On The Role As Well As Society

In National Education (sheet Of State Of The Republic Of Indonesia Year

1992 Number 69, Additional Gazette Republic Of Indonesia Number

3845);

16. Government Regulation No. 19 of 2005 on National Standards

Education (State Gazette of the Republic of Indonesia in 2005 No. 41,

Additional Gazette Republic of Indonesia Number 4496);

17. Government Regulation No. 38 of 2007 on the Division of Affairs

Government between Government, Provincial Government and Government

District/City Area (Republic of the Republic of Indonesia Year 2007

number 82, Additional Sheet of State of Indonesia No. 4737);

18. Government Regulation No. 47 of 2008 on Compulsory Learning (Sheet

The State Of The Republic Of Indonesia In 2008 Number 90, Extra Sheet

State Of The Republic Of Indonesia Number 4863;

19. Regulation of the Law No. 48 of 2008 on Educational Financing (State Sheet of Indonesia 2008 No. 91, Supplement

Page of the Republic of Indonesia Number 4864);

20. Rules ...

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20. Bandung Area Regional Municipal Ordinance Number 04 Tahun

1986 on Investigating Civil Service Investigators

Against Violation Of Regional Regulations Containing Sanctions/Threats

Criminal (Sheet Area) Regional municipality Bandung Number 10

Series C Year 1986);

21. Bandung Area Regional Municipality Number II Bandung Number 10 Year

1989 on The Limits Of The Area Regional Municipality II Bandung

(leaf Area Of Local Area II Bandung Year 1990 Number

3 Series D);

22. Bandung City Area Rules No. 08 of 2007 on Affairs

Local Government Bandung (City Area Gazette Tahun

2008 Number 05);

23. Bandung City Area Regulation No. 05 Year 2008 on Establishment

Regional Regulations (Bandung City Area 2008 Number 05);

24. Bandung City Area Rules Number 08 2008 on Plans

Regional Long-term Development (RPJPD) Bandung City 2005-

2025 (Bandung City Area Gazette 2008 Number 08);

With A Joint Agreement

THE REPRESENTATIVES OF THE PEOPLE ' S REGIONAL REPRESENTATIVES OF BANDUNG

AND

MAYOR BANDUNG

DECIDED:

STIPULATING: BANDUNG CITY AREA REGULATIONS ON

EDUCATION ALIGNMENT

BAB 1

provisions of UMUM

Article 1 In this rule referred to:

1. The Government of the Province is the Government of the Province of West Java. 3. The Regional Government is the Government of Bandung City; 4. Area is Bandung City.

5. Mayor ...

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5. The Mayor Is The Mayor Of Bandung; 6. Appointed officials are officials in the local government's environment

and may be authorized to authorize the mayor.

7. The next Budget and Regional Shopping Budget (APBD) is the

Budget and Shopping Budget of Bandung City Area.

8. The School's Revenue and Shopping Budget Plan is abbreviated as RAPBS

is a Revenue and Shopping Budget that is compiled by the Education Unit.

9. Education is the Sadar and planned Effort to realize the learning atmosphere and

the learning process to actively develop its potential for

to have spiritual, religious, self-control, and spiritual power. personality, wit,

akhlak noble, as well as the necessary skills of himself, society, nation and country.

10. The host of education is the management of education that includes all

formal, nonformal and informal educational activities according to the authority

The Local Government. 11. The cost of Education is the cost that includes the cost of the unit of education, the cost

the alignment and/or the management and personal costs of the learnant.

12. Learers are members of the public who are trying to develop self-potential

through the learning processes available on track, type and education type

in particular. 13. Educators are members of a qualified society as teachers, pamong learnors, tutors,

instructors, facilitators, and other designations in accordance with their speciation, and

participate in the hosting of education. 14. The power of education is a devoted member of the society and is appointed

to support the leniency of education.

15. The Educational Path was a vehicle that trained participants to develop the potential

in an educational process that was appropriate for educational purposes.

16. An educational level is an educational stage set based on the level

the development of the learnant, the goal to be achieved, and the ability that

developed. 17. The type of education is a group based on the speciation of educational goals

an education unit.

18. An educational unit is a group of educational services that organizes

education on formal, nonformal, and informal lines on any kind of level and type

education. 19. Formal education is a structured, structured educational path consisting of

for primary education and secondary education.

20. Nonformal education is the educational path outside the formal education that can be

structured and cranky.

21. Informal education is the educational and family educational path. 22. Education ...

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22. "PAUD" is an attempt

coaching aimed at children from birth until the age of six that

is done through providing educational stimuli to help with growth and

physical and spiritual development in order for the child to have a readiness to enter

further education. 23. PAUD consists of:

a. Daycare Park, which is abbreviated as TPA.

b. The playing group, which is abbreviated KB;

c. Kindergarten, which is abbreviated as TK;

d. Raudhatul Athfal, abbreviated RA. 24. School or Madrasah is a unit of education organized by the Government

The area and society comprising the top:

a. Elementary school, which is short for elementary school.

b. The First Ibtidaid madrassa, abbreviated MI;

c. Junior High School (SMP);

d. Madrasyah Tsanawiyah, abbreviated MTs;

e. High school, which is short of high school;

f. Madrasyah Aliyah, which is abbreviated as MA;

g. Vocational High School, which is abbreviated SMK;

h. "Vocational Madrasyah", abbreviated MAK. 25. Long-distance learning is the teaching process that teaches the students separate from

educators and learning how to use various sources of learning through technology

communication, information and other media. 26. Special teaching is an education for educated participants who have a difficulty level

in cashing in the learning process, due to physical, emotional, mental and

social abnormalities, and/or have potential intelligence and special talent. 27. Special Service Education is Education for educated participants in an area that

experiences natural disasters, social disasters, and children who are under certain conditions,

so that it cannot follow education on education units. 28. National Standards of Education are the minimal criteria on the education system throughout the

territory of the Republic of Indonesia Law of the Republic of Indonesia.

29. Compulsory education is the minimal Education Program to be followed by the Citizen

Indonesia on the responsibility of the Government and Local Government.

30. Twelve-year Compulsory Education program is the minimal educational program to be

followed by Citizens City on the responsibility of the Government and Local Government, which

includes a nine-year primary education and a third secondary education. Years. 31. Language of instruction is the language used in the learning process in the unit

education.

32. Standard ...

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32. The graduate competency standard is a qualifying graduate ability that includes an attitude,

knowledge and skills.

33. Content Standard is a material scope and a level of competence that is poured in

the criteria for the competency of the skill, the competency of the study materials, the competency of subjects,

and the learning syllabus to be met by participants. Protege of type and type

certain education.

34. The standard of process is the national standard of education related to the implementation of

learning at one educational unit to achieve the standard graduate competency.

35. Standards Educators and Workforce Education to achieve educational standards

prepositions and physical and mental eligibility, as well as in-office education.

36. Standard of Means and Prasarana is the national standard of education related to

minimal criteria about learning spaces, sports venues, places of worship, libraries,

laboratories, work workshops, playgrounds, playgrounds, as well as other learning sources,

that is required to improve the learning process, including the use of technology

information and communication. 37. Standard management is the national standard of education related to

planning, execution and supervision of educational activities at the unit level

education, district/city, province, or national to be achieved efficiency and effectiveness

hosting education.

38. The standard of financing is the standard that regulates the components and magnitude of the operating costs

the unit of education that is valid for one year.

39. The standard educational assessment is the national standard of education related to

mechanisms, procedures, and instrimen assessment of the leared participants.

40. The curriculum is a set of plans and a multiplier regarding the purpose, contents and materials

lessons as well as the manner used as the guiding guidelines of activities

learning to achieve a particular educational purpose. 41. Learning is a participant interaction process is cooled with educators and learning sources

that can leverage information technology and communication.

42. Educational Resources is everything that is used in the

educational establishment that includes education, society,

funds, means, and infrastructure. 43. Management is activities related to planning, execution, evaluation,

and the supervision of education at the level of educational unit in the area to

achieve the efficiency and effectiveness of the hosting of education. 44. The subsequent School-Based Management (MBS) is a managing model

that provides autonomy or independence to the school and encourages

a participative decision return involving the elements directly all

schools residents in accordance with the standard of service set by the Regional Government.

45. Guarantor ...

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45. Education Quality Guarantor is a gradual, systematic, and planned effort/effort with a clear target and time frame to meet

or beyond the National Standards of Education to realize the relevant with

community needs, encourages local excellence, and it has global saing power.

46. Education evaluation is the activities of control, guarantor and quality assurance

education to various components of education on every path, type and type

education as a form of responsibility for educational hosting. 47. Accreditation is the program ' s eligibility assessment activity in the education unit

based on the criteria set out.

48. Certification of students is the issuer of proof of final competency achievement and/or

a sign that the learnant has graduated from the education unit in the form of the ijasah document

and/or certificate of competence. 49. Society is a group of Non-Government Indonesian Citizens that have

attention and role in the field of education.

50. The Board of Education is an independent institution consisting of a variety of elements

education-caring society.

51. The School/Madrasah Committee is an independent institution consisting of parents or

guardians of education, school communities as well as education-concerned public figures.

52. Citizens of the City are Indonesian Citizens who are domiciled in the Regions and are attested

with the residence documents issued by the authorized officer.

BAB II

BASE, VISION, MISSION, FUNCTION, AND PURPOSE

Article 2

Education is organized under Pancasila and the State Dsar Act

The Republic of Indonesi in 1945.

Article 3

The Regional Education Vision is the form of an educational system as a social link that

is strong and bewiled to empower all citizens to be human

quality so capable and pro actively answering the challenges of the age.

Article 4

Regional Education Mission: 1. Attempted expansion and enlarging the opportunity to obtain an education that

quality for the entire city.

2. Help ...

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2. Help and facilitate the development of the city's potential in whole ages

early to the end of the hayat in order to realize society learning;

3. Enhance the professionalism and accountability of education, education and unit

education as a center of science creation, skills, experience,

attitudes and values based on national and global standards; 4. Empowering community roles in organizing education.

Article 5

Education serves to develop the capability and shape of the watak as well as civilization

a dignified nation in order to be lecturing nation life.

Article 6

Education aims to develop the potential of educated participants to become human beings

who believe and put their trust in God Almighty, noble, healthy, scientific,

able, creative, self-sufficient, and become a democratic and responsible Citizen.

BAB III

PRINCIPLE AND STRATEGY

Article 7

(1) Education is organized democratically and undiscriminatory

by upholding the human rights of manusua, religious value, value cultural, and

the nation's fattening. (2) Education is organized as one systemic unitary with open system

and multimeanings.

(3) Education is organized as a process of creation and empowerment of participants

Educations that take place throughout hayat.

(4) Education is organized by giving firmness, building a will, and

developing the creativity of learers in the learning process.

(5) Education is organized by developing the reading culture, writing and

counting to all citizens ..

(6) Education is organized by empowering all of the community components

through roles as well as in the staging and quality control of education services.

(7) Education is organized transparently and known Large communities include

parent of the learer with regard to and in accordance with the regulations

applicable laws;

8. Education ...

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(8) The education is organized by orally on procedures and results that can

be accounted for (accountable) to the community, in accordance with the regulations

laws which is applicable; (9) Education is successful in order to continue to consider

the level of efficiency (efficiency).

Article 8

The Educational Development Strategy includes; a. Religious education and noble religion; b. Development and Development of a competency-based curriculum; c. The educational and dialogical process of learning; d. Evaluation, accredity, and educational certification of empowering; e. An increase in the professioning of educators and educationists; f. The teaching of learning is educational; g. Educational financing that corresponds to the principle of alignment and justice; h. It is an open and open education; i. Practice is required to learn; j. Exercise autonomy of education management; k. Society's role-based empowerment. The center of the cultivation and building of the community; and m. Implementation of surveillance in the national education system.

BAB IV

THE RIGHT AND LIABILITY

Section Parts

The Rights and Obligations of the Citizens City

Article 9

(1) Each City Citizen has the same rights to obtain a "quality" education.

(2) Citizens who have physical, emotional, mental, intellectual, and/or social abnormalities

are entitled to a special education.

(3) The City of Natural disasters, the social disaster, and/or the inside

certain conditions so as to not be able to follow education in educational units entitled

obtain a special services education. (4) Citizens of the City who have potential intelligence and privileged talents are entitled to

special education.

(5) Any ...

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(5) Each City Citizen is entitled to an opportunity to improve education as long as

hayat.

(6) Each City Citizen is entitled to a role as well as in the mastery, utilization and

development of science, technology, arts, culture and sports to

improve the personal welfare, city and nation.

Article 10 (1) Each City Citizen of 7 (seven) years up to 15 (fifteen) years

is required to follow basic education.

(2) Each City Citizen is responsible for the continuity of the hosting

education.

Second Part

Parents ' rights and Oblicity

Article 11

(1) Parents are entitled to participate in selecting an education unit and obtaining

information about the development of their child's education.

(2) The parents of a compulsory age child learn, obliged to provide a basic education to

her son.

(3) The parents are required to provide her child-wide opportunity to

obtain education in accordance with the child's ability, interest, and talent.

(4) Each parent is obligated to finance education Her child, except for

An economically uncapable parent was released from such obligations until

her son completed her secondary education.

Third Part

The Rights and Obligability of the Society

Section 12

The people are entitled to play a role and in planning, execution, supervision, and evaluation

education program.

Article 13

The society is obligated to provide the support of the resources in the hosting

education.

Part ...

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Fourth Quarter

Regional Government Rights and Oblivion

Section 14

The Local Government is entitled to direct, guide, assist, and

control hosting education in accordance with the laws

in effect.

Article 15

(1) The Mandatory Regional Government:

a. provide services and ease, as well as guarantee the education

a quality to any city citizen without discrimination;

b. Ensuring the availability of funds for the purpose of compulsory education education programs

basics and start-up programs are required to study secondary education for the citizens of the city;

c. facilitating education units with educators and power. education that

is required to ensure the education of a quality;

d. fostering and developing an education workforce on education units that

hosted by the Local Government;

e. assisting the coaching and development of education power in the unit

a formal education hosted by the public;

f. satisfy the educational means and infrastructure in the basic education unit that

is managed by the Local Government incrementally in accordance with the National Standards

Education;

g. Seeking the fulfillment of the educational means and infrastructure of the education unit

the medium managed by the Local Government gradually corresponds to

the National Education standard;

h. provides a scholarship to an accomplished student; and

i. provide an award to the educator and the educational workforce of excellence. (2) The order of granting scholarship and awards as referred to in paragraph (1)

letter h and letter i, is further regulated by the Mayor.

Fifth Part

The Rights and Obliges of Educability and Education Tanaga

Article 16

(1) Educency and education power are entitled to:

a. earnings ...

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a. Appropriate and adequate social welfare benefits;

b. award and promotion in accordance with the tasks and achievements of work;

c. career coaching in accordance with quality development provisions;

d. legal protection in carrying out the duties and basic rights of the wealth results

intellectual;

e. the opportunity to use the means, infrastructure and educational facilities to

support the performance of the task execution;

f. the opportunity to develop and improve academic qualifications and

competencies; and

g. the freedom to union in the organization of the profession. (2) In addition to the rights as referred to in paragraph (1), educators are also entitled to:

a. Provide an assessment of the results of learning, awards, and/or sanctions

to students in accordance with education rules, teacher ethics code, and regulations

legislation;

b. obtaining a sense of security and assurance of safety in carrying out tasks; and

c. has the opportunity to play a role in the determination of education policy; (3) Educency and education power is obligated:

a. create a meaningful, fun, creative, dynamic and

dialogic atmosphere;

b. has a professional commitment to improve the quality of education;

c. give an example and keep the name of the institution, profession, and position appropriate

with the trust given to it;

d. acted objective and undiscriminatory on the basis of sex considerations,

religion, tribe, race, and certain physical conditions, or family background, and status

social economic participants are educated in learning; and

e. maintaining and fogging the unity and unity of the nation. (4) In addition to the obligation as referred to in paragraph (3), the penrefrigerate is also obligated:

a. planning learning, carrying out a quality learning process, and

assessing and evaluating the results of learning;

b. enhance and develop academic and competency qualifications to

sustainably in line with the development of science, technology, and the arts;

c. uphold the laws, laws and codes of conduct of teachers, and

religious and ethical values.

Part Sixth

Rights and Obliges of the Heed Participant

Article 17

(1) Every educated participant in any unit of education is entitled to:

a. get ...

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a. obtain a religious education in accordance with its adhered religion and is taught

by a religious educator as well as obtaining assurances to exercise worship

according to the religion in which it is dipping;

b. get education services in accordance with its talent, interest and progress;

c. obtain scholarships, awards, recognition and/or other forms for which

achievements in academic and non-academic fields;

d. get an education fee for those whose parents or guardians could not afford

finance primary and secondary education;

e. move to educational programs on track and other educational units equivalent;

f. complete the education program in accordance with their respective learning speed

and does not deviate from specified time limit provisions, and

g. get fair and humane treatment as well as protection of any

interference and threats;

(2) Each student is obliged to:

a. maintaining educational norms to guarantee the continuity of the process and

educational success;

b. maintain ethics and norms in promisity, behavior, and appearance at

the educational unit environment, and

c. co-bear the costs of hosting education, except for the learnable participants

exempt from duty it is in accordance with the laws that

apply.

Seventh Section

The Rights and Oblicity of the Education Unit

Article 18

(1) Each Education Unit is entitled to host an education according to the course, type,

and education level.

(2) Every Education Unit is obliged to:

a. Perform a quality of learning and education processes in accordance with the

National Education standards;

b. Provides a means and infrastructure that meets the needs of education appropriate

with the growth and development of physical potential, intellectual, social,

emotional, and psychiatric learnable intelligence;

c. Responsible for fostering and developing educators in units

an education hosted, and

d. Implement school order enforcement that guarantees the creation of the atmosphere

conducive to ethical and ethical norms, behavior and

appearance for the learnant on the education unit.

(3) Unit ...

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(3) The executor of the program of the public-held learning program,

which was not developed into an international or local advantage-based,

is required receive a nonpersonnel fee help from the Government and/or Government

Area.

(4) The Education Units organized by the public provide cost assistance

education or scholarship to the accomplished educated participant and/or is derived from

the family cannot be.

BAB V

PATH, GENDER, AND EDUCATION TYPE

Part Kesatu

General

Article 19

(1) The Education Line consists of formal, nonformal, and informal education that can

complement each other and enriching.

(2) The educational path as referred to in paragraph (1) is organized with system

open through face-to-face learning and/or remote learning with

using a variety of sources learning through communication technology, information and

other media.

Article 20

Formal education consists of primary education and secondary education.

Article 21

The type of education includes general education, vocational education, religious education,

and special education.

Article 22

Line, the Jenjang and, the Type of Education can be realized in the form of an educational unit that

is organized by the Local Government and/or Community.

Part ...

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Second part of Formal Education

Paragaf 1

Basic Education

Article 23

(1) Basic Education is the educational level that the education type is

medium.

(2) Basic Education (SD) and Madrasah Ibtidaiyah (MI) or

other forms of equal form, as well as First High School (SMP), and Madrasah

Tsanawiyah (MTs) or other Forms are equal.

Paragraph 2

Secondary education

Article 24

(1) Secondary education is the advanced primary education. (2) Secondary education consists of public secondary education and secondary education

vocational.

(3) High School-shaped Secondary Education (SMA), Madrasah Aliyah

(MA), Vocational High School (SMK), and Vocational Aliyah Madrasah (MAK), or

other forms are equal.

Third Part

Nonformal Education

Article 25

(1) Nonformal Education may be hosted by the community and the Local Government. (2) Non-formal education is organized for citizens who require services

education that serves as a substitute, enhancer, and/or educational supplement

formal in order to support education throughout the hayat. (3) Nonformal education serves to develop the potential of learers with

emphasis on mastery of knowledge and skill function as well as development

professional attitudes and personalities. (4) Non-formal education results can be appreciated equivalent to the results of the education program

formal after going through the process of equalization assessment by the agency designated by

Government or Local Government by referring to the Standard National Education. (5) The provisions of the hosting of nonformal education as referred to in

paragraph (1), paragraph (2), paragraph (3), and paragraph (4) are further regulated by the Mayor.

Article 26 ...

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Article 26

(1) Non-formal education, Covering:

a. Life skills education (life skills) is an education that provides

personal prowess, social prowess, intellectual prowess, and proficiency

vocational for working or independent endeavour;

b. Early Children ' s Education (PAUD);

c. Youth education is an education organized for

preparing for a cadre of the nation's leaders, such as youth organizations, education

scouting, sportswork, red bar, training, leadership,

lovers. nature, as well as entrepreneurial;

d. Women ' s empowerment education is an education for lifting harkat

and female dignity;

e. The education of literacy in order to improve the eradication of the alphabet;

f. Skills education and work training are performed to improve

the ability of learers with an emphasis on skill mastery

functional that corresponds to the work of the working world;

g. Equities education is a nonformal education program organized

General education equivalent to SD/MI, SMP/MTs, and SMA/MA which includes the program

package A, package B, and package C;

h. Other education aimed at developing the skills of learnability; (2) Nonformal educational units comprised of course institutions, training institutes, groups

study, community learning activities, and talim assembly, as well as units education

of a type. (3) Course and training are organized for people who need their own provisions

knowledge, skills, survival skills, and attitudes to develop,

developing profession, working, self-effort, and/or continuing education to

higher level.

Fourth Quarter

Informal education

Article 27

(1) The informal education activities performed by family and environment are shaped

activities Learn to be independent. (2) The results of education as referred to in paragraph (1) are recognized equal to education

formal and nonformal after the learnant pass the equality test in accordance with the standards

National Education (3) The provisions of the recognition result The informal education as referring to

paragraph (2) is further regulated by the Mayor. Fifth Part ...

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Fifth Section

Dini Age Child Education (PAUD)

Article 28

(1) PAUD aims to help lay the groundwork towards the development of attitudes,

knowledge, skills and inventive required learers in

adjusting to its environment and for growth as well as development

next.

(2) PAUD was held prior to the basic education level. (3) PAUD is held for children from birth to six years and not

is a prerequyaratan to follow basic education.

(4) PAUD can be organized through formal, nonformal, and/or

informal.

(5) PAUD on the formal educational path of Kanak Kanak (TK), Raudhatul

Athfal (RA), or any other form is equal.

(6) PAUD on the nonformal educational path of the playing group (KB), park

children (TPA), or other forms of equal.

(7) PAUD on informal education-shaped educational pathways or education

hosted by the environment.

(8) The provisions regarding PAUD as referred to in verse (4), paragraph (5), and paragraph (6),

is set further by the Mayor.

Part Sixth

Special Education and Special Services Education

Article 29

(1) Special education is an education for educated participants who have a degree

of difficulty in following learning processes due to physical abnormalities, emotional, mental,

social, and/or have a potential wit and special talent. (2) Special services education is an education for experienced learners

natural disasters, social disasters, and/or incapable of economic terms.

(3) The provisions of the implementation of special education and service education special

as referred to (1) and paragraph (2) is further set by the Mayor.

BAB VI

MANDATORY LEARNABLE

Part Kesatu

Function and Purpose

Article 30

(1) The Study of the Study functions the effort expansion and realignment of opportunities

obtaining a quality education for each citizen city.

(2) Wajib ...

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(2) Wajib learned to provide a minimum education for the citizens of the city to be able to

develop its potential to be able to live independently in society or

continue education to higher level.

Second Section

Hosting Compulsory

Article 31

(1) Wajib studied was held on formal education, nonformal education, and

education informal.

(2) The practice of having to study on formal lines is performed at a minimum in the

Basic education including SD, MI, SMP, MTs, and other forms are equal.

(3) The following are mandatory learers on nonformal educational pathways executed through

package education A, package B program, and form other equals.

(4) The practice of teaching on informal educational pathways is exercised through the

family education and/or environmental education.

(5) The provisions of nonformal education equalization and recognition education results

informal program organizers are required to learn against The basic path education is set

in the laws governing about staging and

education management.

Article 32

The 6-year-old citizen of the year can be follow the mandatory learning program if power

the educational unit is still possible.

Third Part

Compulsory Learning

Article 33

(1) Government and local government Ensure the program is required to study

at least a basic education level without Cost.

(2) The government and local governments guarantee the availability of educators, education personnel,

and operating costs for any educational unit the program is mandatory for learning

with the share of the load and the Responsibilities as set out in the regulations

The governing laws on education funding.

BAB ...

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BAB VII

INTRODUCTORY LANGUAGE

Article 34

(1) Indonesian Language as the language of instruction in

education.

(2) Language Sundanese is used as an introduction in local charge learning

Sundanese.

(3) Foreign languages may be used as the medium of instruction to a specific educational unit

to support the participant's foreign language skills.

BAB VIII

NATIONAL STANDARDS EDUCATION

Part Kesatu

Scope, Function, and Purpose

Article 35

(1) The National Standard Education Scope includes:

a. Content default;

b. Process default;

c. Graduate competency standards;

d. Standard of educators and educationist;

e. Standard of means and amenity;

f. Standard management;

g. Financing standards; and

h. Standard educational assessment. (2) For the guarantor and quality control of education as exceeded by the National Standard

Education is conducted evaluation, accreditation, and certification.

(3) The National Standards of Education are organized in a planned, directionally, and sustainable way

in accordance with demands of local, national and global life changes.

(4) The Regional Government is responsible for providing coaching and assistance to

the education unit for the National Standards of Education in the Area.

Article 36

National Standards Education serves as a base in planning, execution, and

educational supervision in order to realize a quality national education.

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Article 37

The National Standard Education aims to guarantee the quality of national education in order

lecturing the life of the nation and forming a watak as well as the nation's civilization

dignified.

Second Quarter

Contents Standard

Paragraph 1

General

Section 38

(1) The content standards cover the scope of the material and the level of competency to achieve competency

graduates on the window and a certain type of education.

(2) The content standard as referred to in paragraph (1) contains the basic framework and structure

curriculum, learning load, educational unit level curriculum, and calendar

education/academic.

Paragraph 2

Curriculum

Article 39

(1) The curriculum development is conducted by referring to the National Standards of Education

to realize the national educational purpose.

(2) Curriculum on All levels and types of education were developed with the principle

diversifying in accordance with units of education, potential regions, and educated participants.

(3) Curriculum was drafted in accordance with the education level within the framework of the Union State

The Republic of Indonesia with regard to:

a. increased faith and takwa;

b. a noble increase;

c. increased potential, intelligence, and interest of learers;

d. diversity of regional and environmental potential;

e. state and national development demands;

f. the demands of the working world;

g. the development of science, technology, and the arts;

h. religion;

i. global development dynamics; and

j. national unity and the values of nationality. Paragraph ...

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Paragraph 3

The Basic Framework and Curriculum Structure

Article 40

(1) Curriculum for general education type, vocational education, and special education

on the window Primary education and secondary education consists of:

a. Religious and noble subjects;

b. a group of citizenship and personality subjects;

c. a group of science and technology subjects;

d. an aesthetic lesson group; and

e. A group of physical subjects, sports, and health. (2) Curriculum for a type of formal religious education consists of subject-eye groups

that is determined based on the purpose of religious education.

(3) Nonformal Education Units in the form of courses and training institutes using

a competency-based curriculum that contains education of life prowess and

skills. (4) Each class of subjects is exercised in a holistic way so that learning

each class group of subjects influences understanding and/or

the teaching of educated participants. (5) All eye groups of subjects are equally important in determining the graduation of participants

educated unit of education on primary and secondary education.

(6) Curriculum and silabus SD? MI/Package A, or other form of equal pressing

importance of the ability and fondness of reading and writing, calculating prowess, and

ability to communicate.

Article 41

(1) The subject group religion and noble religion in SD/MI/Package A, SMP/MTs/Package

B, SMA/MA/Package C, SMK/MAK, or other forms of equal are exercised through

the charge and/or activities of religion, citizenship, personality, science and

technology, aesthetics, physical, exercise, and health.

(2) The subjects of the subjects citizenship and personality in SD/MI/Package A,

SMP/MTs/Package B, SMA/MA/Package C, SMK/MAK, or other forms of equal

executed through charge and/or religious activities, noble akhlak, citizenship,

language, art and culture and physical education.

(3) The subjects of science and technology subjects in SD/MI/Package A, or

other forms of equal work exercised through the charge and/or language activities,

mathematics, science natural, social sciences, skills/vocational, and

local payloads that relevant.

(4) Group ...

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(4) Science and technology subjects of the SMP/MTs/Package B, or

other forms of equal work are carried through the charge and/or language activities,

mathematics, science natural knowledge, social science, skills/vocational skills,

and/or information technology and communication, as well as relevant local payloads.

(5) Science and technology subjects group on SMA/MA/Package C, or

Other forms of rank are carried out by charge and/or language activities,

mathematics, natural sciences, social sciences, skills/vocational skills,

information technology as well as relevant local payloads.

(6) Science and technology subjects groups at SMK/MAK, or form

Another equal is exercised through charge and/or language activities, mathematics,

science of natural sciences, social sciences, skills, vocational, technology

information and communication, as well as the relevant local payloads.

(7) Group of aesthetic subjects on SD/MI/Package A, SMP/MTs/Package B,

SMA/MA/Package C, SMK/MAK, or other forms of equivalent are exercised through

the charge and/or activities of the language, art, culture, skills, and local charge that

is relevant.

(8) Jasamani class of subjects, sports and health care in SD/MI/Package A,

SMP/MTs/Package B, SMA/MA/Package C, SMK/MAK, or other forms equal

executed through charge and/or physical education activities, exercise, education

health, natural science, and local relevant loading.

Paragaraf 4

Load Learning

Article 42

(1) The learning workload of SD/MI, SMP/MTs, SMA/MA, SMK/MAK or form other equitable

using hours of learning each semester semester with system Face-to-face,

structured assignments, and independent activities are unstructured, as per the needs and features

typical of each.

(2) MI/MTs/High school or other forms of rank can add a learning load

as referred to in paragraph (1) for religious and religious subjects groups

noble as well as a group of citizenship subjects and personality corresponds to

needs and distinctive features.

Article 43

(1) The learning burden for SMP/MTS, or any other equivalent form can be expressed in

the form of a package or a Semester Kredir Unit (SKS) or other defined forms

laws.

(2) Load ...

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(2) The learning load for SMA/MA, SMK/MAK or any other form equal on the path

The formal education of the standard category may be expressed in the form of a package or Unit

semester Credit (SKS) or any other form define rules and invite-

invitations.

(3) The learning load for SMA/MA, SMK/MAK or other forms equal on the line

formal education formal education is expressed in the form of a package or Credit Unit

(SKS) or any other form defined regulations It's (4) The learning burden on equality education is delivered in the form of face-to-face, practice,

skill, and independent activities that are structured according to the needs.

Article 44

(1) Curriculum for SMP/MTs or other forms are equivalent, SMA/MA or other forms

equals, SMK/MAK or other forms of equal equal can include education

life prowess. (2) Education of life skills as in paragraph (1) includes personal proficiency,

social proficiency, academic prowess, and vocational prowess.

(3) Education of life prowess as referred to in verse (1), and verse (2) can

is a part of the education of religious subjects and noble subjects,

education group education of citizenship and personality, education

eye group of science and technology subjects, groups subjects

aesthetics, or the subjects of physical education subjects, exercise, and health (4) Education (4) Education of life as referred to in paragraph (1), paragraph (2) and paragraph (3)

may be obtained by the educated participants of the unit of education concerned or from the unit

the nonformal education already obtaining accreditation.

Article 45

(1) Curriculum for SMP/MTs or other forms of equal and curricula for

SMA/MA or any other equivalent form may include education based

Local advantage. (2) Local excellence-based education as referred to in verse (1) can

is part of the education of religious subjects and noble subjects,

education group education of citizenship and personality subjects, education

meta-class of science and technology lessons, eye group education

aesthetic lessons, or physical education lesson groups, sports, and

health. (3) Local excellence-based education as referred to in paragraph (1) and Verse (2)

may be obtained by the educated participants of the unit of education concerned or from the unit

nonformal education that has obtained accreditation.

(4) Education ...

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(4) Education-based local superiority in religious and religious subjects groups

The noble as referred to in paragraph (2) may be developed by the Education Unit

as needed and their respective features, with the most underloading provision:

a. Cultivation of Faith Values;

b. Noble coaching;

c. The introduction and understanding of the scriptures in their religious beliefs-masing;

d. Technical guidance of observant religious values in individual lives

Educary participants and social life of the community.

Paragraph 5

Kurikilum Educational Unit Level

Article 46

(1) Curriculum level of SD/MI education unit, SPMP/MTs, SMA/MA, SMK/MAK, or

other forms of equivalent developed in accordance with units of education, potential

area/characteristic regions, social culture of the local community, and A student. (2) The Education Unit and the school committee, or madrasahs and madrasah committees,

develop the educational unit level curriculum and silabus based on

the basic framework of the curriculum and the standards of graduate competencies, under supervision Government

Regions.

(3) The level of educational and syllabus level Curriculum for package programs A, package B, and

package C is set by the Mayor based on the curriculum basic framework and standard

the graduate compenteners. (4) Each Education Unit as referred to in paragraph (1) is required to develop

and apply the local load curriculum of environmental education.

paragraph 6

Academic/Academic Calendar

Article 47

(1) The academic calendar/calendar calendar lists the beginning of the school year, week

effective learning, effective learning times, and holidays. (2) The holiday as referred to in paragraph (1) may be the midterms

the old 1 (one) week and the intersemester interlude.

Part ...

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Third Quarter

Process Standards

Article 48

(1) The learning process on education units is organized, interactive, inpirative,

please, challenging, motivating learers for active partiality, as well

provides ample space for initiative, creativity, and self-reliance according to

talent, interest, and physical development as well as the psychological learnability of the learnability.

(2) In addition to the provisions as dimasud on verse (1), in the process of educator learning

(3) Any unit of education performing learning process planning, execution

learning process, learning results assessment, and learning supervision for

lactating an effective and efficient learning process.

Article 49

(1) The learning process planning includes syllabus and learning executors

which contains at least Learning objectives, ajar materials, teaching methods,

study sources, and Learning results. (2) Each teacher is responsible for compiling the syllabus every subject he has

in accordance with the standard of contents, the teacher can team up with the teachers working group (KKG).

(3) In the preparation of syllabus, the teacher can team up with the Teacher Working Group

(KKG), the Yawarah Teacher Subjects (MGMP), the Mutu Penassurance Institution

Education (LPMP), or College.

Article 50

(1) The implementation of the learning process as referred to in Article 44 of the paragraph (3) must

pay attention to the maximum number of learers per class and the maximum teaching load

per educator, the maximum ratio of textbook textbooks Any learnable, maximum ratio of

educated participants of each educator, according to National Education Standards.

(2) The implementation of the learning process is conducted by developing a culture of reading

and writing.

(3) More provisions on the maximum number of learers per class and load

teaching maximum per educator, the maximum ratio of textbooks of each student's lesson,

and the ratio of the maximum number of educated participants of each educator, as referred to

the paragraph (1) is governed by the Mayor.

Article ...

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Article 51

(1) The assessment of the results of the learning as referred to in Section 44 of the paragraph (3) on the window

primary education and secondary education use various scoring techniques

pursuant to Basic competence that needs to be mastered. (2) The assessment technique as referred to in paragraph (1) may be a written test, observation,

practice test, and individual assignment or group.

(3) For subjects other than the eye group of science and technology

on primary and secondary education levels, individually observation assessment techniques

at least 1 (one) times in the semester.

Section 52

The supervision of the learning process as referred to in Section 44 of the paragraph (3) includes

monitoring, supervision, evaluation, reporting, and retrieval of follow-up steps that

is required.

Fourth section

Standard Competency Graduation

Article 53

(1) The standard graduate competency is used as a guideline in determining

graduation attendee of the education unit.

(2) The standard competency of graduates as apada verse (1) includes competence for

all subjects or subjects of subjects.

(3) Competencies of graduates for language subjects emphasize the ability to read

and writing in accordance with the education window.

(4) The competency of the graduates as referred to the paragraph (1) and the paragraph (2) includes the attitude,

knowledge and skills.

Section 54

(1) Standard competency graduates on primary education are aimed at laying

base intellect, knowledge, personality, noble akhlak, as well as the skills to live

independent and follow further education. (2) The standard competency of graduates on public secondary education units aims to

increase intelligence, knowledge, personality, noble akhlak, as well as skills

to self-live and follow further education. (3) The standard competency of graduates on the vocational secondary education unit aims to

increase intelligence, knowledge, personality, noble akhlak, as well as the skills

to self-live and follow further education. Section ...

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Fifth Section

Standard Educational and Workforce

Paragraph 1

Educations

Section 55

(1) Educations must have academic qualifications and competences as learning agents,

healthy physical and spiritual, as well as having the ability to realize goals

national education. (2) Academic qualification as intent on paragraph (1) is the education level

minimum that must be met by an educator as evidenced by the diploma

and/or the relevant certificate of expertise according to the provisions of The

applies.

(3) Competency as a learning agent on primary and secondary education levels

as well as early child education include:

a. Pedagogic Competence;

b. Personality competence;

c. Professional Competency; and

d. Social competence. (4) A person who does not have a diploma and/or certificate of expertise as intended

on paragraph (2) but has a recognized special expertise and is required to be appointed

to be educator after passing the eligibility test and equality.

Article 56

(1) The Education on PAUD has:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. Higher education background in the field of early child education, education

another, or psychology; and

c. Teacher's profession certificate for PAUD.

(2) Educations on SD/MI, or any other form of equal have:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. Higher education background in SD/MI education, other educency, or

psychology; and

c. Teacher's profession certificate for SD/MI. (3) Educations on SMP/MTs, or other forms of equals have:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. Higher education background with educational programs appropriate

subjects taught; and

c. Teacher professions certificate for SMP/MTs. (4) Educ...

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(4) Educations in SMA/MA, or other form of equals have:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. Higher education background with educational programs appropriate

subjects taught; and

c. Teacher professions certificate for SMA/MA. (5) Educations on SMA/MA, or other forms of equals have:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. Higher education background with educational programs appropriate

subjects taught; and

c. Teacher professions certificate for SMK/MAK

Article 57

(1) Educations on TK/RA are at least a class teacher whose assignment

is specified by each unit of education according to the Necessity.

(2) Educ/MI is at least comprised of classroom teachers and subject subjects

whose assignment is set by each education unit according to

the needs. (3) The teacher's subjects as referred to in verse (2) at least include

a teacher of religious subjects and noble subjects as well as an eye group teacher

a lesson in physical education, exercise, and health. (4) Eductable in SMP/MTs or other forms of equal and SMA/MA, or other forms

equal to the subject of subjects whose assignment is set by

each unit of education corresponds to the purpose. (5) Education on SMK/MAK or other forms consisting of teacher-eye teacher and

A vocational field instructor whose assignment is set by each unit

education in accordance with the needs. (6) Educary in the education unit of Package A, Package B and Package C consists of tutors

class answering, subject-to-study tutors, and technical sources

whose exchange is set by each education unit. In accordance with the

needs.

(7) Educings on course institutions and skills training consists of teaching,

tutors, trainers or instructors, and testers.

(8) The teaching of religious subjects and noble subjects has qualifications

minimum and certification in accordance with the level of teaching authority as set

in Section 55 and Section 56. (9) Eductable in the course institution and the skills training institute must have

the minimum qualifications and competency required.

Article ...

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Article 58 (1) Placement and transfer of educators in educational units held

The Regional Government is designated by the Mayor.

(2) Non-civil educator officers on the education unit that hosted

The Regional Government is governed by the Mayor.

(3) The Rapture, placement, and transfer of educators on the educational unit that

organised society was carried out by the organizers of the education unit which

concerned. (4) Educators of the educator on a society-held education unit

done with a work agreement or joint work agreement in writing according to

with applicable laws. (5) The work agreement or joint work agreement in writing as referred to

on the paragraph (4) at least includes the rights and obligations of the parties, the term, salary

and other benefits. (6) Educational organizers by the public are responsible for fostering and

developing educators on the educational units held.

Paragould 2

Education

Article 59

(1) Structure education power at:

a. TK/RA or other forms are equivalent to at least the head of TK/RA

and the TK/RA hygiene power.

b. SD.MI or other forms are equivalent to at least the head

schools/madrasas, administrative power, library power, and cleanliness

school/madrassa.

c. SMP/MTs or other forms are equivalent and SMA/MA, or any other form that

equals at least consisting of principal/madrasah, power

administration, library power, laboratory power, and hygiene power

school/madrassa.

d. SMK/MAK or other forms are equivalent to at least the head

schools/madrasas, administrative power, library power, laboratory power, and

the school janitor/madrassa.

e. Package A, Package B, and Package C are at least composed of group management

study, administrative, and library power.

f. Course institutes and skills training institutions are at least consisting of

top managers or organizers, experts, learning sources, librarians, and

labors. (2) The education workforce in the course institution and the training must have the qualifications and

the minimum required competency. Section ...

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Section 60

(1) Educations that meet the criteria according to the rules of the invitations that

apply can be assigned additional tasks as principal /madrasas.

(2) Criteria to become TK/RA head includes:

a. Status as a TK/RA;

b. Have academic qualifications and competence as a learning agent in accordance

applicable laws;

c. Has a teaching experience of at least 3 (three) years in TK/RA; and

d. It has the ability of leadership and entrepreneurship in the field of education. (3) The Criteria to become SD/MI chief includes:

a. Status as SD/MI;

b. Have academic qualifications and competence as a learning agent in accordance

applicable laws;

c. Has a teaching experience of at least 5 (five) years in SD/MI; and

d. It has the ability of leadership and entrepreneurship in the field of education. (4) The Criteria to be SMP/MTs/SMA/MA/SMK/SMK/MAK head includes:

a. Status as a teacher SMP/MTs/SMA/MA/SMK/MAK;

b. Have academic qualifications and competence as a learning agent in accordance

applicable laws;

c. Has a teaching experience of at least 5 (five) years in

SMP/MTs/SMA/MA/SMK/MAK; and

d.

Article 61

(1) The workforce of educators is the principal as referred to in

section 60 of the verse (1) is carried out through process of selection by a Team formed by the Mayor and

may be assisted by an independent professional institution. (2) The order of the school principal's appointment on an educational unit organized

society is set by the organizers of the education concerned.

(3) The civil servant of the PNS who is appointed to the Principal at the unit

The education hosted community is set by the Mayor.

Article ...

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Article 62

(1) The Principal's term is for 4 (four) years, and thereafter it may be

reappointed only 1 (one) times the next term in the Education Unit.

same or any other Education Unit as per the applicable provisions. (2) Eductable performing additional tasks as Headmaster 2 (two) times

consecutive tasks, can be reassigned to the Principal if:

a. has passed the time of at least one (one) time of the task;

b. have a special achievement, with no timeout and assigned to the unit

another education.

(3) The school principal whose tenure ends and/or is no longer given the task as

The Principal, remains carrying out the task as an educator in accordance with the level

in office and obliged to carry out the process of learning teaching or guidance and

counselling in accordance with the applicable provisions.

(4) The provisions of the manner of appointment Principal as referred to

in Article 60 and Section 61, are set more Further by the Mayor.

Article 63

(1) The supervision of a nonformal education is conducted by the inspectors of the education unit. (2) The minimum Criteria to be a pener is:

a. Status as a study/pamong or same-sex position in the environment

education outside of school and youth at least 5 (five) years, or ever

being the supervising of the formal education unit;

b. Have academic qualifications and competence as a learning agent in accordance

applicable laws;

c. It has a functional education certificate as a previewing; and

d.

Section 64

(1) The supervision of a nonformal education is performed by the owner of the education unit. (2) The minimum Criteria to be a pener is:

a. Status as a study/pamong or same-sex position in the environment

education outside of school and youth at least 5 (five) years, or ever

being the supervising of the formal education unit;

b. Have academic qualifications and compeners as a learning agent in accordance

applicable laws;

c. It has a functional education certificate as a previewing; and

d. Pass the selection as a preview. Section ...

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Section 65

Any educational unit carrying out inclusive education must have power

the education that has the competence organizes learning for participants.

protege with special needs.

Sixth Section

Standard Sarana and Prasarana

Article 66

(1) Each unit of formal education and non-formal education is mandatory. have a means that

includes perabor, educational equipment, educational media, books and source of learning

other, consumable materials, as well as other supplies required to improve

a regular and sustainable learning process.

(2) Every formal education unit is required to have a prasarana covering land, space

class, the management of the unit of education, education room, business room, space

libraries, places of worship, and other spaces/places required to support the process

regular and sustainable learning.

(3) Land as referred to in paragraph (2) is required to meet the requirements as a following:

a. The land layout standards of the educational unit consider security, comfort,

and environmental health.

b. The estate has a land rights status, and/or has a utilization permit of

holder of the rights to the ground under the provisions of the laws

Article 68

(1) Maintenance of education facilities and infrastructure. as referred to in Section 66 and

Section 67 becomes the responsibility of the concerned education unit.

(2) Maintenance as referred to in paragraph (1) is conducted periodically and

continuous with regard to Usage.

Part ...

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Seventh section

management standards

paragraph 1

standard management by education unit

section 69

Education unit management on primary education level and secondary education

applying school-based management demonstrated with self-reliance, partnership,

participation, openness, and accountability.

Article 70

(1) Any educational unit led by a unit chief as an answer

education management.

(2) In the education unit SMP/MTs, or other forms of equal, head of the unit

education in performing its duties assisted at least by 1 (one) representative people

the head of the education unit. (3) In SMA/MA education unit, SMK/MAK, or other forms of equal, head

education unit in carrying out minimum assisted tasks by 3 (three) representatives

head of the respective education unit in a row seeding

academic, means and prasarana, as well as a statement.

Article 71

(1) The decision-making unit of primary education and secondary education in the field

academic is conducted by the meeting The Educators Council headed by the head of the unit

education. (2) The decision making on basic education and secondary education in the field

non-academic was carried out by the school/madrasah committee attended by the head of the unit

education. (3) The Faculty Meeting and the School/Madrasah Committee are executed on the basis of the principle

The precepts of the precepts for the improvement of the education unit quality.

Article 72

(1) Any educational unit must have the guideline set about:

a. curriculum level of education and syllabus level;

b. Education/academic calendar, which shows the entire unit activity category

education for one year and dirinches across a semicmeter, monthly, and weekly;

c. share of duties among educators; d. division ...

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d. task division among the education workforce;

e. academic settings;

f. the code of ethics of relations between fellow citizens in the educational unit environment and

the relationship between the citizen of the education unit with the community;

g. the organizational structure of the educational unit;

h. education unit operating costs;

i. order of the educational unit, which is minimal covering the order of educators, power

education and learers, as well as users and maintenance of the means and

the infrastructure; (2) the Guidelines as referred to the paragraph (1) are set by Head of the Education Unit

by referring to the laws.

Section 73

(1) Each education unit is managed on the basis of an annual work plan which is

A detailed definition of an education unit medium-term work plan that includes:

a. an educational/academic calendar that includes learning schedules, replay, exams

extracurricular activities, and holidays;

b. education unit level curriculum preparation schedule for the school year

next;

c. subjects offered in gasal/odd semesters and even semesters;

d. assignment educators on subjects and other activities;

e. a lesson textbook used on each subject;

f. the schedule of usage and maintenance of the means of the learning infrastructure;

g. procurement, use of the minimum use of da supplies;

h. Education and educational quality improvement programs that include at least-

lack of type, duration, participant, and program organizer;

i. There was a meeting of the Board of Eductees, a consultation meeting of the education unit with parents

or the guardian of the students, and the meeting of the education unit with the school/madrasah committee,

for primary and secondary education;

j. A Revenue and Shopping Budget Plan (RAPB) of the education unit for the period

one year work;

k. Schedule of accounting for accounting and educational unit performance for one

last year.

(3) For primary education and secondary education, work renacana as

is referred to in paragraph (1) and paragraph (2) must approved of the educated Council meeting after

paying attention to the consideration of the school/madrassa committee.

Section ...

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Article 74

(1) The management of the educational unit is exercised autonously, efesien, effective and

accountable.

(2) Implementation of the education unit management for primary education, and

middle education which does not correspond to the annual work plan as

referred to in Section 69 must be approval from the meeting The educated board and

School Committee/Madrasah.

(3) The implementation of education management on primary and educational level of education and education

medium is accounted for by the head of the education unit to the Board meeting

Educability and the School Committee/Madrasah.

Section 75

The supervision of the education unit includes monitoring, supervision, evaluation, reporting, and

follow-up supervising results.

Article 76

Monitoring is conducted by the leadership of the education unit and committee School/madrassa or

Another form of a representative institution of the parties in a regular basis and

continuity to assess the etymality, effectiveness, and accountability of the education unit.

Article 77

Supervision which includes managerial and acdemic supervision done on a regular basis and

continuity by the supervisors or the degree of education unit and the head of the unit

education.

Article 78

(1) Reporting by educationist, education force, unit of education,

and supervisors or educational unit inspectors.

(2) On primary education and secondary education, report by Educators are intended

to the leadership of the education unit and parent or guardian of the student, containing the results

evaluation and assessment as referred to in paragraph (1) and performed at least-

the lack of each semester's end.

(3) The report by the education workforce is aimed at the leadership of the education unit,

contains technical execution of the respective tasks and is performed at least

at the end of the semester. (4) For primary education and secondary education, the report by the unit leadership

education as referred to in paragraph (1) is addressed to the committee

schools/madrasas and other parties of interest, which contain the results of the evaluation

and is performed at least at least the end of the semester.

(5) For ...

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(5) For primary education, secondary education and non-formal education reports by

supervisors or educational unit inspectors are addressed to the Mayor through the Service

in charge of the education field and The education unit is concerned. (6) Any party that accepts the report as referred to in paragraph (1) to the

paragraph (5) is required to follow up such reports to improve the unit quality

education, including providing sanctions for the breach. found.

PARAGRAPH 2

STANDARD MANAGEMENT BY LOCAL GOVERNMENT

Article 79

(1) The Local Government is compiling an annual employment plan of education with

prioritizing the program;

a. required to learn;

b. increased education participation rate for secondary education level;

c. penniless eradication eradication of characters;

d. Quality assurance in the education unit, the rise organized by the Government

Region and Society;

e. increase of teacher stasus as a profession;

f. education accreditation;

g. increased educational relevance to the community ' s needs; and

h. Minimal Service Standards (SPM) of the educational field. (2) The Realization of the annual work plan as referred to in paragraph (1) is approved and

is accounted for by the Mayor under the provisions of the laws.

Article 80

Government together Local Government hosted at least 1

(one) education unit on primary education level and at least 1 (one)

unit education in secondary education to be developed into units

international educational education.

Eighth Quarter

Standard financing

section 81

(1) Education financing consists of investment costs, operating costs, personal expenses. (2) The cost of education unit investment as referred to in paragraph (1) includes costs

provision of means and infrastructure, development of human resources, and working capital

remains.

(3) Funding ...

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(3) Funding cost of land investment or other than educational unit land, both formal and

nonformal, organized by local government becomes a responsibility

local government In accordance with its authority and allocated in the government budget

the area.

(4) Funding the cost of land investment or other than land for an alignment office and/or

education management by local government becomes the responsibility of the government

the area and allocated in the local government budget. (5) The responsibility of the funding as referred to in paragraph (30 and paragraph (4)

is exercised until the Education National Standard.

(6) Personal expenses as referred to in paragraph (1) includes the educational costs that must be

issued by educated participants to be able to follow the learning process regularly

and sustainably. (7) The operational cost of the education unit as referred to in paragraph (1) includes:

a. the salary of educators and the education power as well as any allowance attached to the salary,

b. materials or educational equipment consumes; and

c. The operational costs of indirect education are power, water, telecommunications services,

maintenance of means and infrastructure, overtime, transportation, consumption, tax,

insurance, and other.

Part Ninth

Standard Education Assessment

Paragraph 1

General

Article 82

The education assessment on primary and secondary education levels consists of up: a. the assessment of the results learned by educators; b. the assessment of the results learned by the education unit; and c. assessment of the results learned by the government.

Paragraf 2

Assessment Results Learn by the Eductest

Section 83

(1) the assessment of the results learned by Educators as referred to in Section 82 of the letter a

are conducted continuously to monitor the process, progress, and repair

results in the form of a daily replay, mid-semester replay, final replay of the semester, and

replay of class rise.

(2) Assessment ...

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(2) The assessment as referred to in paragraph (1) is used for:

a. Assess the achievement of the student's competency.

b. materials drafting the progress of the study results; and

c. fixing the learning process. (3) results assessment of the study of religious subjects and noble subjects as well as groups

eyes of citizenship and personality subjects performed through:

a. the observation of behavior and attitude change to assess the development of the affections

and the personality of the educated participants; and

b. exam, replay, ada/or assignment to measure the cognitive aspects of learners. (4) The assessment of the results of the study of the subjects of science and technology subjects is measured

through a replay, assignment, and/or other form corresponding to the material characteristics

assessed. (5) The assessment of the results of the study of aesthetic subjects is conducted through the observations

against the behavior of behavior and the attitude to assess the development of the effector and expression

psychimtoric educated participants. (6) The results of learning the results of physical subjects, exercise, and health are performed

through:

a. observations of behavioral changes and attitudes to assess the development

psychomotorics and erection of learers; and

b. Replay, and/or assignment to measure the cognitive aspects of learparticipants.

Paragraph 3

Assessment Results Learn by the Education Unit

Section 84

(1) The assessment of the study by the education unit as referred to in Article 82

letter b aims to assess the inclusion of the standard compentency of all subjects.

(2) The assessment of the study results as referred to in paragraph (1) for all subjects

on the religious subjects group and Your Majesty, the class of subjects

citizenship and personality, group learn aesthetics, and eye groups

physical lessons, sports, and health are the final judgment to determine

the graduation of learnors from the education unit. (3) The end-end scam as referred to in paragraph (2) is considering the results of the assessment

Educators by the educator as referred to in Section 83.

Part Tenty

Graduation

Article 85

Educators was declared a pass from the education unit on primary and secondary education

after:

a. completed ...

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a. Complete the entire learning program. B. obtaining a minimum value of good at the final assessment for the overall subjects

a group of religious and noble subjects, subject-eye groups

citizenship and personality, an aesthetic lesson group, and a group eyes

physical lessons, exercise, and health;

c. passed the school exam/madrass; and d. pass the national exam.

BAB IX

FUNDING EDUCATION

Part Kesatu

Funding Responsibility

Section 86

(1) The funding of education becomes a joint responsibility between the Government, Government

Province, Local Government, and Community.

(2) The society as referred to in paragraph (1) includes:

a. Host or educational unit established by the community;

b. An educated participant, a parent or guardian of the learnant; and

c. Other parties other than those referred to in letters a and letter b are those that have

attention and roles in education.

(3) Government, Provincial Government, and Local Government are responsible

provide education budget as set out in the perinvite rule-

invitation.

The Second Part

Educational Funding Source

Article 87

(1) The educational funding sources are determined based on the principle of fairness, adequentiation, and

sustainability.

(2) The source of education funding as referred to in paragraph (1) is derived from:

a. State Revenue and Shopping Budget;

b. Provincial Regional Revenue and Shopping Budget;

c. City Regional Revenue and Shopping Budget; and

d. Another legitimate and non-binding source. Section ...

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Article 88

(1) The Education Unit is not the executor of a compulsory program

to the community.

(2) the levy as referred to in the paragraph (1) is done in order to meet

the responsibility of the learnable, parent, and/or guardian participants, as well as the mandatory meeting

the provisions as follows:

a. based on clear and clear investment planning and/or operations

in the strategic plan, the annual work plan, as well as the annual budget that refers

at the National Standards of Education.

b. Investment planning and/or operations as referred to in the letter a in

announce transparently to the educational unit stakeholders;

c. The funds obtained are stored in the account in the name of the education unit;

d. The funds obtained are made in particular by a separate educational unit of

the funds received from the education organizer;

e. Not levied from educated participants or parents/waltts who cannot be able to

economically;

f. Implement a self-regulated cross-subsidy system by an educational unit;

g. Used in accordance with the planning as referred to in the letter a;

h. It is not associated with academic requirements for the admission of students,

assessment of the results of learning participants, and/or the graduation of learers from the unit

education;

i. At least 20% (twenty percent) of the total funding of educated participants

or parents/walps are used for improvement of the education quality;

j. Not allocated either directly or indirectly for welfare

members of the school/madrassa committee or stakeholder representation agencies

education unit;

k. The collection, storage, and use of funds are audited by public accountants and

reported to the minister, as per the applicable provisions;

l. The collection, storage, and use of funds are accounted for by

the unit of education transparently to the educational stakeholders

especially the parents/guardians of the educated participants, and the organizers of the education unit. (3) In the event of a levy fee as referred to in paragraph (2) that the unit receives

education in the school year is melibihi the amount of funds required according to

investment planning and/or operations as referred to in the paragraph (2) the letter a, then

its excess is included in the budget next year.

Part ...

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Third section

education fund management

section 89

(1) The management of education funds is based on the principles of fairness, transparency, and

accountability.

(2) The terms of the management of the education fund as referred to in paragraph (1)

guidelines under the laws.

Fourth Quarter

Educational Fund Exporting

Article 90

(1) The Local Government prioritizes the education budget at least 20% (twenty

percent) of APBD to meet needs to host education in the Regions.

(2) The Regional Government guarantees education costs for citizens belonging to

not able economically.

(3) The Local Government is helping the increase in the implementation of education in the unit

education managed by the community according to the capabilities of Area Finance.

Fifth Section

Educational Fund Management

Article 91

(1) The Education Unit maintained by the Regional Government and the education unit that

is managed by the public, it is mandatory to account for the management of education funds

transparently and accountable. (2) The responsibility of the management of the education fund by any unit of education

as referred to in paragraph (1) is the form of a financial report that must be performed

at least once every 6 (six) months. (3) The financial statements of the education unit managed by the Local Government as

referred to the paragraph (2), delivered to the Mayor or the appointed official and

the School Committee and/or the representative of the student parent. (4) The Financial Report of the Education Units managed by the community and its funds

sourced from APBD and/or APBN is delivered to the Mayor or Acting Officer

appointed. (5) The financial statements of the education unit managed by the public and its funds

sourced from society is delivered to the school committee and/or representative

student parents. BAB ...

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BAB X

MANAGEMENT EDUCATION

Section 92

(1) The Local Government hosted at least 1 (One) education unit at

all educational levels to be developed into units.

International education.

International. (2) The Local Government manages primary education and secondary education, as well as the unit

local excellence-based education.

(3) The provisions of education management are referred to in paragraph (1) and

paragraph (2) further organized by the Mayor.

Article 93

(1) Management of the education unit of early child education, primary education, and education

medium is exercised under a Minimal Service Standard with the principle

Management School-based/Madrasah. (2) The terms regarding the management of the education unit as referred to in paragraph (1)

are further regulated by the Mayor.

BAB XI

THE ROLE AS WELL AS THE PUBLIC IN EDUCATION

THE PART OF THE MATTER

GENERAL

Section 94

(1) The role as well as society in education includes roles as well as individuals, groups,

families, professions, entrepreneurs, and community organizations in

hosting and quality control of the ministry Education. (2) The public can play a role as well as a source, executor, and user of the results

education.

(3) Terms of the role as well as society as referred to in paragraph (1) and

paragraph (2) is further governed by the Mayor.

Second Part

Community Based Education

Article 95

(1) Society entitled to a public-based education on education

formal and nonformal in accordance with the pecurariness, religion, social environment, and culture

for the benefit of the community.

(2) The Intercession ...

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(2) The community-based education is developing and implementing

the curriculum and evaluation of education, as well as its management and care accordingly.

national standards Education. (3) The hosting funds of the public-based education may be sourced from

organizers, communities, Government, Local Government and/or other sources that

do not conflict with applicable laws. (4) The society-based Education Institute can obtain technical assistance, subsidies

funds, and other sources fairly and evenly from the Government and/or Government

Regions. (5) The provisions of the role as well as the society as referred to in paragraph (1), paragraph

(2), paragraph (3), and paragraph (4) are further regulated by the Mayor.

Third Part

Board of Education and the School Committee/Madrasah

Article 96

(1) The public is instrumental in improving the quality of education services including

planning, supervision, and evaluation of educational programs through education board

and school committees/madrasas. (2) The education board as an independent institution is formed and played a role in improving

the quality of education services by providing consideration, direction and support

power, means and infrastructure, as well as educational supervision at the level national, province

and county/city without a hierarchical relationship.

(3) The school/madrasah committee, as an independent institution was formed and played a role in

improving the quality of service by giving consideration, direction and support

power, advice and infrastructure, as well as education oversight on Education unit level. (4) The provisions of the establishment of an educational council and school/madrasah committee

as referred to in paragraph (1), paragraph (2), and paragraph (3) are further regulated by the Mayor.

Article 97

The Acting Chairman of the Council Education and School Commiters/Madrasah should hold

on the principles:

a. Each education unit forms the School/Madrasah Committee on public initiative,

education unit, and/or the Service through the educational maintainer of the education unit;

b. The Board of Education may be set up on the basis of the community ' s initiative and/or the government

the area democratically;

c. The establishment is based on objectivity, having conformity with the goals

education as well as meeting the provisions of the negotiations;

d. Establishment ...

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d. The formation must be done by meeting the principle of transparency: it must be open

and known to the wide community; and

e. The decision should be done by applying accountability principles:

the execution can be accounted for to the public, either regarding the procedure

and the results in accordance with the provisions of the laws.

Article 98

The Board of Education is based on the Regional level itself and does not have

hierarchical relationships with government agencies.

Article 99

(1) Board of Education aims:

a. luxury and channel the aspriconstellations and community initiatives in the formulation

education policy and program;

b. enhance responsibility and role as well as from all communities in

hosting education; and

c. creating a transparent, accountable and democratic environment in

hosting a quality education.

(2) The Board of Education acts as:

a. Consideration to the Local Government in the determination and execution of

education policy;

b. policy support, whether financial, thought or power in

hosting education;

c. The controller in order to realize the transparency and accountability of organizers

education; and

d. mediators to convey the aspirations of the public in the hosting

education to the Local Government and the DPRD.

(3) The Education Council serves as follows:

a. encourage the growing of the attention and community committee against the implementation

of quality education;

b. perform cooperation with various parties in order

quality education;

c. accommodate and analyze and channel aspiration, ideas, demands and input-

other inputs submitted by the public; and

d. accommodate consideration, suggestions and recommendations to the Local Government

and/or DPRD that includes:

1) education program power policy; 2) criteria ...

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2) regional performance criteria in the field of education;

3) educational power criteria;

4) facility criteria/educational means;

5) other things associated with education.

e. encourage parents or guardians to educate and society participate in

education in support of improving quality, alignment, relevance and efficiency

education; and

f. conduct evaluation and oversight of policies, programs, hosting

education.

Article 100

(1) The organization of member Education Council and its business is derived from:

a. element of the School Committee per level of education;

b. hosting education;

c. public figure;

d. world of effort and industry;

e. the association of the educational power profession;

f. A non-educational bureaucratic/legislative institution. (2) The number of members is adjusted to the representative of the educational elements and

most of the population is 17 (seventeen) people with an odd number.

(3) The Board of Education must have the Basic Budget and the Household Budget.

Article 101

(1) School Commits/Madrasah is based in the Education Unit. (2) The school committee may consist of one educational unit or multiple educational unit

in the same body or some type of education unit but to be in

adjacent location or unit of education that managed by an organizer

education or because of other considerations.

(3) The School Committee/Madrasah is independent of not having a hierarchical relationship with

the government.

Article 102

(1) School Committee/Madrasah aims:

a. luxury and channelling community aspiration and initiative in giving birth

operational policies and educational programs in the Education Unit;

b. enhance responsibility and role as well as the community in hosting

education in the Education Unit;

c. creates ...

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c. creating a transparent, accountable, and democratic atmosphere in

the quality of education in the Education Unit.

(2) the School Committee/Madrasah was cast as:

a. provide consideration in the determination and execution of education in units

education;

b. supporting both tangible financial, thought, or energy

hosting education in the Education Unit;

c. tightening in order to realize transparency and accountability

hosting education;

d. mediators to convey community aspirations to education organizers

in the Education Unit.

(3) The School Committee/Madrasah serves as follows:

a. encourage the growing of the attention and community committee against the implementation

of quality education;

b. perform cooperation with various parties in order to embody

hosting a quality education;

c. accommodate and analyze aspiration, ideas, demands, and various needs

education submitted by the public;

d. provide input, consideration and recommendations to the unit manager

education regarding:

1) education policy and programs;

2) education budget plan and school study (RAPBS);

3) unit performance criteria education;

4) educational facility criteria; and

5) things related to education.

e. encouraging parents or guardians and communities partied in the implementation

education in support of improving quality, alignment, relevance and efficiency

education;

f. Raise public funds in order to help fund education in

education unit.

Article 103

(1) The membership of the School Committee/Madrasah may consist of:

a. Community element:

1) parents or guardians of the students;

2) public figures;

3) the business and industry world;

4) alumni representatives;

5) the representatives of the students except for SD/MI and SMP/MTs Units. B. element ...

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b. The teacher/staff element to the Education Unit can be involved as a member. (2) The School Committee members/Madrasah are at least 9 (nine) people with

odd numbers.

(3) The School Committee/Madrasah must have a Basic Budget and Household Budget

Article 104

(1) The layout between the Board of Education and the DPRD, the Local Government and the Committee

Schools/Madrasah are co-ordinative and consultative.

(2) Tata relations between the school committee/madrasah with the Local Government, the unit

education, The Board of Education and the organizer of education are co-ordinated

consultative.

Article 105

Tata ways the formation of the Board of Education and the School Committee/Madrasah are set further

by Mayor.

BAB XII

EVALUATION

Section 106

Evaluation education includes: a. the evaluation of educational performance performed by the unit of education as a form

accountability of the hosting of education to the interested parties.

b. the evaluation of educational performance by the Local Government; and c. evaluations by the self-established evaluation institute of society or the profession organization

to assess the achievement of the National Standards of Education.

Article 107

(1) Evaluation as referred to in Section 106 of the letter a performed by the unit

education at any end of the semester.

(2) Evaluation as referred to in paragraph (1) at least includes:

a. the presence of the presence of learners, educators, and the education workforce;

b. implementation of the education unit level curriculum and extracurricular activities;

c. results learn learers; and

d. Budget realization. (3) The evaluation results as referred to in paragraph (2) are reported to the parties

of interest. Section ...

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Section 108

Evaluation as referred to in Section 106 of the letter b performed against the maintainer,

unit, track, gender, and type of education on primary and secondary education and

nonformal education including early child education, periodically.

Article 109

(1) The evaluation of the education unit maintainer is at least 1 (one)

year once.

(2) The evaluation of the maintainer as referred to in paragraph (1) includes at least-

lack:

a. level of educational relevance to the mission, mission, purpose and education paradigm

national;

b. level of relevance of units, pathways, jejang, and type of education to the needs

society will be human resources that are quality and competitive;

c. level of achievement of National Standards of Education by units, pathways, types, and types

education;

d. tikat efesiency and productivity unit, gender, and type of education;

e. resource saing unit, gender, and education type at area, national,

regional and global levels.

(3) The evaluation results as referred to in paragraph (1) and (2) are reported to the Government

through the Local Government Province.

Article 110

(1) Evaluation may be carried out by an evaluation institution set up by the public. (2) Evaluation as specified in paragraph (1) periodically, thoroughly, transparent, and

systemic.

(3) The evaluation as referred to in paragraph (1) is shown to determine the achievement

the national standard of education by students, programs, and/or educational units.

(4) Evaluation as referred to in paragraph (1) and verse (2) is performed independently,

independent, objective, and professional. (5) The method and evaluation results performed by the independent evalusi institute as a "

referred to in paragraph (1) was announced to the public and reported to the standard Agency

National Education (BSNP).

Section ...

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Article 111

(1) for measuring and assessing the attainment of National Standards of Education by educated participants,

programs and/or educational units, the public may form an evaluation institution

Self-sufficient. (2) The community group that can form an independent agency as intended

in paragraph (1) is that the community group has a competency to perform

a professional, independent and independent evaluation. (3) The establishment of an independent institution as referred to in paragraph (1) is reported to

The Government through the Provincial Government.

BAB XIII

ACCREDITED

Article 112

(1) accreditation performed to determine the eligibility of programs and units of education in

the formal and nonformal educational path of each general and the type of education.

(2) Accreditation against the program and education unit as referred to in the paragraph (1)

done by the Government and/or the Mandiri Institution that is authorized as a form

public and done objectively, fair, transparent, and comprehensive with

using instruments and criteria referring to the National Standards of Education.

BAB XIV

Article 113

(1) The achievement of the final competency participant is expressed in the diploma document and/or

certificate of competency.

(2) Ijazah as referred to in paragraph (1) is published by the primary education unit and

medium, as a sign that the leared learer had graduated from the unit

education. (3) On primary and secondary education, the diploma as in paragraph (2)

at least contains:

a. the identity of the learer;

b. The statement that the protégant has graduated from the final assessment

the education unit and the list of subjects of the subjects are placed;

c. a statement on the graduation status of the learnant from the National exam and the list

of the test subjects tested; and

d. statement ...

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d. The statement that the student concerned has met the entire criteria

and is declared a pass from the education unit.

(4) The certificate of competence as referred to in paragraph (1) is published by the unit

the education that Accreditation or self-certification institution created by

Government recognized profession organizations as a sign that the learnable

is concerned to have passed the competency test.

(5) The certificate of competence as dfimaksud in paragraph (4) at least contains:

a. the identity of the learer;

b. The statement that the concerned participant has passed the competency test for

all subjects and expertise required with a value that meets

terms under applicable terms;

c. list all eyes lessons and expertise that have tested the competency test by

learers, and their final values.

Article 114

(1) The informal education educated participants can obtain an equivalent certificate of competence

with a competency certificate of formal education after passing the competency test that

hosted by an accredited education unit or by the certification institution

mandiri/profession appropriate provision.

(2) The informal education educated participants may obtain a diploma equivalent to a diploma from

Basic and secondary level education of the formal line after passing the competency and exam

national tests held by an accredited education unit as per the provisions

applicable.

BAB XV

QUALITY GUARANTOR

Section 115

(1) Any educational unit on the line formal and nonformal mandatory conscription

education quality.

(2) The quality assurance of education as in paragraph (1) aims to meet the Standards

National Education. (3) The quality assurance of education as referred to in paragraph (1) is performed

phased, systematic, and planned in a quality guarantor program that has

a target and a clear time frame.

Article ...

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Section 116

(1) The Local Government performs a supervision and assists the education unit that is in

under its authority to save or arrange for the convening

in Do a quality guarantor. (2) The Local Government in cooperation with the Board of Education Mutu Education (LPMP)

in the efforts of the education quality assurance of every unit of education on the education level

base and medium.

BAB XVI

BOOK TEXT TEXT

Part Kesatu

Writing book

Article 117

(1) Local Government and/or society are seeking a quality book

and in accordance with the National Standards of Education as well as sufficient needs educators and

educated participants. (2) To seek the availability of the book as referred to in paragraph (1), Government

Regions, da/or the public may provide funding assistance for aspiring book authors

in the form of grants. (3) The use of grant assistance by a prospective book author as referred to in

paragraph (2) is exercised in accordance with the grant agreement and the laws.

(4) The Local Government can purchase the copyright of the book from its owner to facilitate

a bookprovider for educators, education power, and educated participants at a price that

is affordable after its services are set to match. with applicable regulations.

Second Part

Use of the Text In Education Unit

Article 118

(1) The textbooks are used as mandatory referrers by educators and learners in the process

The learning.

(2) In addition to textbooks as referred to in verse (1), educators may use the book

educator guide, enrichment book, and reference book in the learning process.

(3) To add to the knowledge and insights of the learnable participants, Educators can advocate

Educators for reading enrichment books and reference books.

(4) The textbook as referred to in paragraph (1), paragraph (2), and paragraph (3) used

in one unit of education comes more than 2 (two) the publisher. Section ...

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Article 119

(1) Educability may advocate for the educated participants who are able to have the book. (2) The uran as referred to in paragraph (1) is non-forcing and/or not

requires it.

(3) To have the book referred to in paragraph (1) and verse (2), the learnable

or its parent/guardian bought it directly to the retailer.

(4) The compulsory education unit provides textbooks at libraries and educators

advocate for all learers to borrow textbook textbooks at

library of education units or have it.

Third Part

The Desecration, Publishing, And Book Distribution

Article 120

(1) The Local Government may allow individuals, groups of people, and/or

the legal entity for duplicating, printing, copying, medicating, and/or

trading books whose rights have been purchased as intended in

article 118 of the paragraph (4)

(2) the highest retail price book traded as referred to in paragraph (1)

set by the Local Government which has the copyright of the book.

(3) The highest retail price as referred to in paragraph (2) is the highest of the

estimates reasonable cost to print and distribute books until handheld

end consumer Plus profit before the most high income tax of 15%

(fifteen percent) of reasonable cost estimates.

Article 121

(1) On the outer side skin of the book is required to be listed as retail. (2) On the outer side skin of the book which is duplicable, printed, photocopied, transliterated from

the source as referred to in Article 120 of the paragraph (1) and then traded

to the end consumer, the retailer is required to list the price tag retail in

print. (3) On the outer side ' s skin the book is duplicated, printed, photocopied, mediated from the source

as referred to in Section 120 of the paragraph (1) and then shared only-

Only to the end consumer, the price tag is not mandatory listed.

Part ...

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Fourth Quarter

The Lesson Book Use

Section 122

(1) Basic and secondary Education Units set the usage of the text book as

referred to in Article 119 of the paragraph (1) at least 5 (five) years.

(2) The use of textbooks as referred to in paragraph (1) is terminated by the unit

primary and secondary education prior to expiration of the term if:

a. There is a substantive change in the standard of content and/or the standard of graduate competence;

b. The textbook in question is declared unworthy of use by the minister;

c. The textbook in question is prohibited from the Attorney General's release; and

d. the book of the text in question does not include the stated enviable use by the minister

and/or the Minister has set the feasibility of using another textbook from the same maja lesson

the same.

Article 123

(1) Local government, members of schools/madrasas, educators and educationist,

and/or cooperatives consisting of educators and/or unit education personnel

education, whether directly or in cooperation with the parties. other, banned

act to be a distributor or book retailer to a learnperson in the unit

the education is concerned or to the unit of education concerned. (2) The provisions as referred to in paragraph (1) do not apply to the books which are entitled

The creation is already purchased by the Department, the Department that handles religious matters,

and/or the Local Government and Governorates may be traded.

Fifth Section

Text of the Text

Article 124

(1) Educational assistance from Government and/or Local Government to enrich

library of educational unit library is given in grant form As per the speech

legislation. (2) The public can help enrich the library collection of educational units, whether

in the form of grant and goods funds.

(3) The Procurement of books to enrich the library collection in order to use funds

grant as set forth in paragraph (1) and paragraph (2) exercised by the unit

education in accordance with the laws.

Part ...

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Part Sixth

Text of the Text

Section 125

(1) The supervision of book procurement by education units is conducted by the supervisors

functional, school committee/madrasas or form other than representative agencies

stakeholders, and/or functional supervisors,

school committees/madrasas or other forms of representative agencies

interest in education units, and/or public reporting to the official

authorities if found deviation in surveillance.

(2) Surveillance in the form of examination can only be done by the institution that

has the competence and authority checking.

BAB XVII

ESTABLISHMENT, DEVELOPMENT, MERGE, CLOSING

EDUCATION UNIT

Part Kesatu

Authorities of Grant or Revocation Revocation

Article 126

The local government authorized the establishment of the establishment of fiber revocation of unit permissions

Basic education, Secondary Education Unit, and Nonformal Education Unit appropriate

with Applicable law.

Second Section

The establishment of the Education Unit

Section 127

(1) Any formal and nonformal educational units established are required to obtain permission

Local Government.

(2) To obtain the permission as referred to in paragraph (1), must be eligible-

terms as follows:

a. curriculum and learning programs;

b. the number and qualification of educators and educationist;

c. The educational means and infrastructure;

d. financing/educational funding;

e. evaluation and certification system;

f. management and educational processes;

g. Source of students.

(3) Special ...

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(3) Special for the establishment of a vocational education unit, other than having to meet the terms

as referred to in paragraph (2), coupled with the following terms:

a. the presence of a working field that corresponds to the graduate ability; and

b. It's the support of the world of business and the world of industry, (4) The terms of the establishment, development, incorporation and closure

The Education Unit as referred to in paragraph (1), paragraph (2), and paragraph (3) are governed more

further by the Mayor.

Third Part

Educational Unit Development

Section 128

(1) The formal and nonformal educational unit development includes the addition of the majors,

the addition of the expertise program, and the addition of a learning troupe.

(2) Development basic education unit, secondary education, and/or education

nonformal performed after meeting the requirements in accordance with the rules of the invite-

invitation. (3) The addition of skills programs in secondary, and/or education units of education

nonformal is performed after meeting the requirements in accordance with the regulations

laws.

Fourth Quarter

Educational Unit Composition

Section 129

(1) The combined education unit is carried out after meeting the requirements

and has received the approval of the Mayor.

(2) Requirements as referred to in paragraph (1) include:

a. the organizers are unable to host the learning activities;

b. The number of students does not meet the requirements in accordance with the terms

applies;

c. The combined education unit must conform to the type and its type;

d. distance between education units coupled together in one

region.

(3) In addition to the requirements as referred to in paragraph (2), the incorporation of the education unit

can be done in terms of the efficiency and effectiveness of educational hosting

by not reducing the quality of education.

Part ...

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58

Fifth Section

The Closing Education Unit

Article 130

(1) Basic Education Unit, Secondary Education Unit, and/or Education Unit

Nonformal hosted Government The region and/or the community in

its progress does not meet the requirements may be revoked by the permit. (2) In terms of the Local Government will do the closing of the education unit should

meet the following stages:

a. provide a warning letter;

b. performing revocation of permissions;

c. performing an educational unit closure.

Article 131

Terms on the founding event, development, incorporation and closing of the Unit

Education as Referred to in Section 127, Section 128, Section 129 and Section 130

are further regulated by the Mayor.

BAB XVIII

ADMISSION OF THE LEARED PARTICIPANT

Part Kesatu

Purpose and Asas Student Acceptance

Section 132

(1) The goal of acceptance of the learer is to give you a chance The extent to

the citizens of Bandung the age of school to acquire a better education service-

well. (2) Other than permanent residents are given the opportunity to obtain educational services

in accordance with the specified quota.

Article 133

The admission of the learners must be satisfied: a. objectivity, meaning that student acceptance, both new and moving must

meet the general provisions set in the rules of the laws of the laws;

b. transparency, meaning the execution of the admission of educated participants is open and can

be known to the public including an elderly person or guardian of the learn;

c. Accountability, which means that the recipient of an educated participant can be accounted for.

the society, both the procedure and the results. Section ...

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59

Article 134

(1) The acceptance of new learers is based on academic and/or non-

academic.

(2) The educational unit is required to receive an educated participant who is not capable of

the economy corresponds to the display power.

(3) The transfer of the learer is performed based on the academic ability according to

the power tampung.

(4) The transfer of educated participants from the Foreign Education System to the National Education System,

must get Government approval in accordance with the laws.

(5) The cost of admission of new educated participants is borne by the Local Government. (6) The provisions of the method of acceptance of the educated participants are further regulated by the Mayor.

Second Part

Time for the Implementation of the New Eductable Admissions Activities

Section 135

(1) Activities acceptance of new educated participants should pay attention to the education calendar, (2) The formal Education Unit is required to announce to the community via board

announcements, print and/or electronic media concerns information:

1. power tampons;

2. registration schedule;

3. Registration site;

4. register officer;

5. selection system; and

6. terms and other conditions. (3) The announcement as referred to in paragraph (2) includes information about the realization

The School of Revenue and School Shopping on the formal education unit of the year

earlier, which included the quantity of educational donations, the monthly dues and source-

other legal sources of income from the Government, Provincial Government, Government

Regions and communities.

Article 136

(1) Any prospective students of the Bandung City population are not capable of economically which

is proven by an uncapable letter of the official which are authorized to

obtain the release of educational expenses; (2) Each student candidate is referred to in verse (1) who lists to the unit

formal education exceeds the quota, then the formal education unit can carry out

selection through visits to home (Home Visit) and field checks. BAB ...

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BAB XIX

SUPERVISION

Section 137

(1) Local Government, Board of Education, and School Commits/Madrasah conduct

supervision of the hosting of education on all types and types of education

in accordance with their respective authority. (2) Surveillance as referred to in paragraph (1) is done with the transparency principle

and accountability.

(3) The provisions of the supervision as referred to in paragraph (1) are further set up

by the Mayor

BAB XX

LARALC

Section 138

The education unit is prohibited: a. carrying out the learning activities for the closed education unit; b. Forcing or requiring protégants to buy Student Spreadsheet (LKS) and

the like;

c. impose or require learnants to purchase uniforms and/or purposes

other schools;

d. conduct commercialization in the acceptance of new and moving learers through

academic lines and non-academic achievement lines;

e. Perform payment of registration fees to new learnings; and f. Perform levies associated with academic requirements for admission

learners, assessment results learn learers, and/or graduate students from

education unit.

BAB XXI

SANCTION

Section Parts

Administrative sanction

Section 139

(1) The mayor is authorized to establish administrative sanctions against the violation of Article 18 of the paragraph

(2) and paragraph (3), Section 46 of the paragraph (4), Section 48 paragraph (3), Section 65, Section 8. 66 verses (1), Article 72

paragraph (1), Article 91 of the paragraph (1), Article 115 paragraph (1), Section 127 of the paragraph (1), Article 134 paragraph (2), Article

135 verses (2) and Article 138. (2) Application ...

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(2) The application of administrative sanction as referred to in paragraph (1), is:

a. written warning;

b. revocation or delay of granting educational resources subsidies;

c. revocation of founding permission; and

d. education unit closure.

BAB XXII

ANOTHER DETERMINATION

Article 140

The college may help host educational programs in the area in

the form of education, research, and Community empowerment.

BAB XXIII

TRANSITIONAL provisions

Section 141

All provisions related to the established education are specified

before the Local Regulation (s). this, still in effect at all times

contrary to laws and this Regional Regulation.

Article 142

The Education Unit is obliged to conform to the fulfillment of the National Standards of Education

as the Regional Regulation is referred to as the slowest 7 (seven) years since the Regulation

The area is promultable.

BAB XXIV

provisions CLOSING

Section 143

The implementation of the Regulation of this Region must be completed the slowest (1) year

counts since it is determined. This Area rules.

Section 144

At the time of the expiring This area's regulation, then Bandung City Regional Regulation No. 20

In 2002 regarding Education in Bandung City was revoked and stated

does not apply.

Article ...

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Section 145

This Regional Regulation is beginning to take effect on the date of the promulcity.

So that everyone knows it, ordered the invitation of this Region Regulation

with

specified in Bandung On December 17, 2008

MAYOR BANDUNG;

DADA ROSADA

It was promulsted in Bandung On 17 December 2008 BANDUNG CITY AREA SECRETARIAT,

EDI SISWADI

SHEET AREA OF BANDUNG CITY 2008 NUMBER 15

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