Key Benefits:
nature, social disaster, and not capable of economic terms.
19. Remote education was an education that
participants were prodised from educators and studies using a variety of sources
learning through other communication technologies, information, and other media.
5
20. A religious education is an education that
prepares educated participants to be able to master, understand, and observe religious teachings and/or be a religious science expert.
21. Area-based education is a primary and secondary education unit that
organizes education with curriculum-referrers that support the potential development, economic, social, and cultural development of society
Bandung Regency. 22. Community-based education is
hosting education based on peculaariness
religion, social, cultural, aspiration, and community potential as an educational embodiment of,
by, and for society. 23. The next Child Care Park called TPA
is one of the forms of child education unit
early age on the nonformal educational path that organizes social welfare programs, child parenting programs, and programs education
son from birth to 6 (six) years.
24. The next play group called KOBER is one of the forms of an early child education unit on the non-formal educational path that
organizes educational programs and welfare programs for children aged 2 (two) years
up to 4 (four) years. 25. POS PAUD is a similar PAUD service that
carried out by the POSYANDU cadres
26. Kindergarten is one of the forms of an early childhood education unit on the formal educational path that
organizes educational programs for children ages 4 (four) years up to 6 (six) years.
27. The next Raudhatul Athfal is called RA and Bustanul Athfal, which is then called BA (BA) is one of the earliest forms of child education
on the formal educational path that organizes Islamic religious education programs
children ages 4 (four) years up to 6 (six) years.
28. Next
called TKQ is one of the forms of an early child education unit on the nonformal educational path that organizes the program
The education of the Qur'an for children ages 4 (four) years until the end of the term "The Quran". with 6 (six) years.
29. The primary school, called elementary school, is one of the formal forms of educational units that organizes general education in the general level
basic education. 30. The next Ibtidaid Madrasah called MI
is one of the forms of the formal education unit that organizes general education with Islamic Christianity on the educational level
base in the binanings of the Department of Religious Affairs.
6
31. The next Qur'an Education Park
called TPQ is one of the forms of nonformal educational units that organizes a Qur'an education for children ages 7 (seven) years
up. 32. The next First High School
called SMP is one of the forms of formal education units that organizes general education in elementary education
as a continuation of SD, MI, or other forms of equal.
33. The later Tsanawiyah madrassa
is one of the forms of the formal education unit that organizes general education with
the Islamic religious peculiaration of primary education as a continuation of SD, MI or form. others are equal in the binanings of the Department of Religion.
34. The next high school called high school is one of the forms of formal educational units that organizes general education
in secondary education as a continuation of junior high school, MTs, or other forms of equal form.
35. Vocational secondary school called SMK is one of the forms of the formal education unit that organizes
vocational education on secondary education as a continuation of SMP, MTs, or
other forms that Equals. 36. The next Extraordinary School called the SLB
is a formal education that organizes
special education, is segregative and consists of the Extraordinary Children's Park (TKLB), the Extraordinary Primary School (SDLB), Madrasah
Ibtidaiyah Extraordinary (MILB), Extraordinary First High School (SMPLB), Madrasah Tsanawiyah
Extraordinary (MTsLB), Extraordinary High School (SMALB), and Madrasah Aliyah Extraordinary (MALB).
37. The later Aliyah madrassa is one of the forms of the formal education unit
which organizes general education with the Islamic religious peculiaration of secondary education as a continuation of SMP, MTs, or
form others are equal in the binanings of the Department of Religion.
38. The next vocational madrasah is called
MAK is one of the forms of the formal education unit that organizes vocational education
with the Islamic religious peculiaration of secondary education as a continuation of junior high school, MTs, or other forms are equivalent in the
binaan of the Department of Religion. 39. The next Community Study Center
called PKBM is an educational unit that organizes a nonformal education.
40. Diniyah Takmiliyah Awaliyah is a non-formal education of the SD/MI level.
7
41. Diniyah Takmiliyah Wustho is a non-formal education
level of SMP/MTs. 42. Diniyah Takmiliyah Ulya is the Education Unit
Non formal SMA/SMK/MA.
43. Diniyah Takmiliyah Awaliyah, Wustho and Ulya are religious education for the islam.
44. The Taklim Assembly is one of the forms of non-formal educational units that organizes Islamic religious education in public citizens.
45. Education funding is the provision of financial resources required for holding and managing education.
46. The education fund is the financial resource provided to host and
manage education. 47. Curriculum is a set of plans and
arrangements regarding the purpose, contents, and materials
lessons as well as the manner used as the guidelines for the learning activities to achieve a specific educational purpose.
48. Extracurriculars are the development activities of educated participants to achieve the function
and educational objectives organized in professional manner and democrysis in the formal education unit on primary education and
medium. 49. The Education Unit-Level curriculum is
the operational curriculum compiled by and carried out in each education unit.
50. A portfolio is a collection of documents and works-
works of learners/educators in a particular field that are organized to tave interest, achievement progression, and participants ' krativeness
didik/educators. 51. Learning is the process of interaction of learers
with eduducation. 14. Nonformal education is the educational path in
the formal education that can be carried out in a structured and cranky way.
15. Informal education is the educational path
family and the environment. 16. was removed. 17. Special education is education for participants
educated who have a difficulty level in following learning processes due to abnormalities
physical, emotional, intellectual, mental, social, and/or have the potential of intelligence and talent special.
17a.An inclusive education is an educational organizing system that provides an opportunity to
all learers who have abnormalities and have the potential of intelligence and/or special talent to follow education or
learning in one educational environment Together with the students in general.
18. Special service education is an education for educated participants in the area 82. The School/Madrasah Practice is clothing used by learners on the course
SD/SMP/SMA/SMK level formal education in education units in the laboratory or workshop in accordance with subjects ' characteristics.
and a program of expertise to show identity in carrying out the teaching learning process.
83. School/Madrasah Youth Red Cross clothing
is an outfit used by students in the formal educational course of the level
SD/SMP/SMA/SMK in education unit corresponds to the characteristic Red Cross of the Youth for indicates identity in carrying out the process
learning to teach the Red Cross Teen Cross.
11
84. The school/Madrasah Scout outfit is
the clothes used by the learers on the formal education course of the PAUD/TK/SD/SMA/SMA/SMA/SMA/SMA/SMK unit on the unit
education corresponds to the Boy Scouts ' characteristic to show identity in implementing
the learning process of teaching scouting. 85. Attributes are the clothing completeness
schools/madrasas used by participants
educated on the TK/SD/SMP/SMA/SMA/SMA/SMA/SMP/SMA/SMA/C level of education unit in accordance with the characteristics of the education unit
for indicates identity in carrying out the teaching learning process.
86. The Intra School organization is a conduction of interest and talent from various activities for the development of the self-potential learnors of the disequipped students
formal education in junior high school, MTs, SMA/SMK, MA Sedegree
87. The Youth Red Cross is a shipping container
interest and health field talent for educated participants in the formal education unit of education level
base and medium. 88. The preservation of tradition is a protection effort,
development, and the utilization of a custom
from a group of cultural support groups whose spread and inheritance took place
down in decline. 89. Protection is a precautionary effort and
countermeasures that may incur
damage, loss, or cultural extinctions related to the field of tradition of ideas/ideas, behavior, and cultural works including
The harkat and the dignity as well as the cultural rights caused by human deeds or the process
nature. 90. Development is an attempt at work that
allows for a consummation
idea/idea, behavior and cultural work of changes, additions or replacements in effect
with the rules and norms applicable to the community on the owner without sacrificing his originality.
91. Utilization is an attempt by the use of cultural works for educational, religious, social economic, science, technology and
culture interests itself.
2. The terms of the letter b paragraph (1) of Section 12 are amended so that Article 12 reads as follows:
Article 12
(1) Teacher as referred to in Section 11, in
carrying out the entitled task:
12
a. obtaining income as per life needs
at a minimum and a social welfare guarantee
based on the status of staffing, duty load
as well as work achievement;
b. for non-PNS teachers to earn income
in accordance with the organizer ' s ability
education unit based on the work agreement;
c. obtaining an extra-hour allowance of teaching
every month;
d. get promotion to occupy the post
functional and/or structural, as well as
awards in accordance with the duties and achievements
work;
e. obtaining protection in performing
the duties and rights of intellectual property;
f. obtaining the opportunity to improve
the teacher ' s competence, qualifications, and certification
in office;
g. acquiring and utilizing the means and
the learning infrastructure to improve
the completeness of its duties;
h. have the freedom to provide an assessment
and co-define graduation, awards,
and/or sanctions to the learnparticipants accordingly
with education rules, teacher ethics code, and
regulatory provisions. Legislation;
i. obtaining a sense of security and safety guarantee
in carrying out the task;
j. have the freedom to union in
organization of the profession as long as it does not interfere with the task
and its obligations;
k. have the opportunity to play a role in
education policy determination;
l. carrying out other overseas work visits
other
to improve insight;
m. non-PNS teachers on education units that
organized by the public are entitled
obtain legal certainty in the form
The decision letter of the foundation/body
the educational organizer is equipped
agreement work together.
(2) Teacher in carrying out the duty of obligation:
a. be in the education unit at least
24 hours of perweek and as much as-
a maximum of 40 hours;
b. carrying out tasks and functions according to
high education background and or field
expertise;
13
c. mengkuti competency tests on gogic, personality,
professional, social, and ritual every two years
once hosted by the government
Regions;
d. planning, executing, assessing, reflection
learning processes, and evaluation/replay
study results;
e. submit and report the device
learning of Silabus, Plan
Implementation of Learning, Evaluation Program and
Assessment System, Repair Program and
Enricher, Local Muatan Program (special that
teaching), Face-to-Face Reflections, and
Portopolio to Principal/Madrasah or
Vice Principal/Madrasah Field
Curriculum and School Supervisor/Madrasah
to be approved;
f. The device as specified in a device (2) letter e
is delivered at least 2 (2) weeks
before the learning process begins;
g. attend an evaluation service meeting of the learning process
teaching
h. monthly at least 1 (one) times in
the month;
i. not smoking in the educational unit environment;
j. provide an example and maintain a good name
institution and profession;
k. enhance and develop qualification
academically and competency continuously
in line with the development of science,
technology, and the arts;
l. motivating learers to use
study time outside of school hours;
m. provide accuracy and create
culture of reading and learning culture;
n. be objective and undiscriminatory towards
learners in learning;
o. maintaining and fogging unity and
unity of the nation;
p. uphold the perinvite rule-
invitation, teacher code of conduct as well as religious values,
and ethics.
3. The provisions of Article 15paragraph (1) plus one letter of the letter (s), thus read as follows:
14
Section 15
(1) The Regional Government is obliged to:
a. set, organize, direct,
guide, and oversee the hosting of education;
b. set the competency standards of learning, tutors, instructors, facilitators, laboratories, learning sources of learning, business in units
formal and non-formal education; c. set minimum service standards in
hosting non formal education;
d. provide services and ease, as well as guarantee a quality education for citizens
communities without discrimination; e. provides funds for mandatory learning of the study
9 years, and the startup is required to study 12 years;
f. provide benefits in accordance with the provisions of the laws of the law;
g. free of all educational costs for
learners of the family cannot afford; h. provide a scholarship to an educated participant who
is academic and or non academic; i. provide a wide-breadth opportunity to
citizens to obtain an education;
j. facilitate an educational unit with a professional educator and education workforce, suitable
with the development of science and technology to ensure the hosting of a quality education;
k. Facilitate the availability of reading and or internet centers for the community, at least one in any
desa/kelp; l. encourage and oversee the execution of activities
hours are required to learn educated participants at home; m. encourage the execution of reading culture,
writing, and learning culture;
n. fostering and developing educators and educationist on education units
The Government, Local Government, and the community;
o. To grow educational resources
continuously for the highest education of education;
p. facilitate the means and infrastructure
the development of science and technology in support of quality education;
q. Foster motivation, stimulate stimulation and facilities, and create a climate that is conducive to the development of science
knowledge and technology in the holding of education;
r. encourage the industry/world of industry to participate actively in the holding and improvement of the education quality;
15
s. Encourage and nurture unit organizers
education hosted by the public in the form of contacings, training and the like.
(2) the granting of benefits and or other income additional as referred to by paragraph (1)
letter f is based on achievement and devotion, set later by the Regent Regulation.
(3) The local government may facilitate the need
Higher Education resources.
4. The provisions of Section 17 of the letter (g) are changed, so that it reads
as follows:
Section 17
Path, type and education type as
referred to in Article 16 of the Government, Local Government and/or Society, can be realized in the form:
a. education of an early child; b. basic education;
c. secondary education; d. higher education; e. nonformal education;
f. informal education; g. local excellence-based education;
h. special education and special services; i. religious education.
5. Between Article 19 and Article 20 of the new section of Article 19A so that Article 19A reads as follows:
Article 19A
The management of the kindergarten education unit becomes part of the task of the PNFI field or another designation.
6. The provisions of article 106 of the paragraph (1) are changed so that
reads: Section 106
(1) The Local Government provides the assistance of infrastructure and educational means to the organizers of the community's educational units.
and/or the organizers of the education unit managed by the Office of the Department of Religious Affairs.
(2) The county government sets the infrastructure standards
and minimal means in the child education unit
early age, primary education, education middle, and nonformal education will be set later by
Regent.
16
7. The provisions of Article 51 of the paragraph (1) and paragraph (2) are removed,
so that Article 51 reads as follows:
Article 51
(1) is removed.
(2) is removed.
(3) Local excellence-based education serves as a means of learning to produce educated participants able to develop
Regional primacy.
(4) The local excellence-based education aims to prepare educated participants who have knowledge, skills and personality that
is able to support the development of economic, social, and cultural potential of society.
8. The provisions of Article 52 of the paragraph (1) are removed, and the paragraph (3) to
with the paragraph (6) is changed, so that Article 52 reads as follows:
Article 52
(1) Is Remoted. (2) The Local Excellence-Based Education
is organized through a formal education path,
nonformal and/or informal. (3) Local-Based Education of the line
formal education through the gender of PAUD/TK/RA,
SD/MI, SMP/MTs, SMA/MA, and SMK/MAK as well as other educational units equal;
(4) Local Excellence Based Education through Nonformal educational pathways are in the form of course institutions, training institutes as well as other educational units that are
equals. (5) Local Excellence Based Education through the path
informal education in the form of family education and environment.
(6) The type of Local Excellence Based Education
as referred to verse (2) can be a general education, vocational, religious, special, and other forms of type.
9. Between paragraph (2) and paragraph (3) Section 56 is inserted one
paragraph (2a), so Article 56 reads as follows:
Article 56
(1) Special education and special services education are organized through the path of the formal, nonformal and informal education.
17
(2) formal special education for students who
has physical, emotional, mental, social school-shaped (SLB) constraints and/or inclusive classes according to their respective types.
(2a) The coaching and supervision of outstanding schools becomes the responsibility of the province.
(3) The formal special education for learers who have potential intelligence and/or special talent can be held on the unit
SD/MI education, SMP/MTs, SMA/MA, SMK/MAK, or other educational units are equal.
(4) The form of educational program
special for learners who have potential intelligence and/or special talent as
referred to in paragraph (3) may be performed in the form of enrichment programs, special classes and or a special education unit.
(5) The type of special education and special services as referred to a paragraph (1) can be general education, vocational, religious, and
special.
10. The provisions of Article 66 paragraph (2) of the letter b are amended so that Section 66 reads as follows:
Article 66
(1) The Local Government directs, guides, supervise, monitors, coordinates, monitors, evaluates, and control
organizer of unit, track, gender, and type of education in accordance with national policy of education and area policy of education
within the framework of national education system management.
(2) The Regional Government is in charge of: a. hosted the Dini Age Children ' s Education,
Basic Education, Secondary Education, and
Non Formal Education; b. facilitate the hosting of Child Education
Early Age, Basic, Middle, Non-Formal Education, Informal Education, Local Excellence-based Education, Centre
Special Education and Special Service Education, Education Public-organized religion;
c. coordinate the hosting of education, coaching, development of educators and power
education, for formal, nonformal and informal education organized by the Local Government and/or society;
d. Complete the mandatory primary education and primary learning program to study 12 (twelve)
years; e. finish the script-blind program;
18
f. encourage the acceleration of national target attainment
the field of education in the area; g. developing the curriculum on each level
and the education unit;
h. evaluate and monitor the organizers and maintainers of an early-age child education unit,
primary education, secondary education, and nonformal educational pathways for educational quality control and disposal;
i. developing and preserving the local cultural arts education as well as other area cultures.
11. The provisions of Article 67 of the paragraph (1) are amended so that Article 67 reads:
Article 67
(1) The Regional Government develops and carries out the area's education information system online and in line with the information system
National education developed by the Ministry of Education and Culture.
(2) The area educational information system as referred to in paragraph (1) includes data and educational information on all lines, types, types, units,
Education program. (3) The local government encourages the education unit
to develop and execute the Education Information System in accordance with the authority.
(4) The area education information system as
referred to the paragraph (1) is designed to support the decision making, the education policy that the Local Government does and can be accessed by
parties in the interest of education.
12. The provisions of Article 68 paragraph (2) of the letter d are changed, so that Article 68 reads as follows:
Article 68
(1) the governing law of the formal education unit and/or the legal entity of the non-formal education organizer is responsible. against
the unit and/or educational program hosted.
(2) The responsibility as referred to in paragraph (1)
includes: a. ensuring the availability of educational resources
regularly and sustainably for educational services in accordance with national standards of education;
b. ensuring access of educational services for qualified learers who are eligible to the power limit
the educational unit looks;
19
c. supervision and assist the unit and/or
education program organized in performing quality assurance, with guidelines on national policies of the field
education, national education standards, and Quality assurance guidelines published
National Education Department; d. facilitate the unit accreditation and/or program
education by UPA, BAP and BANS/M
e. Fostering, developing, and teaching-use educators and education power under the management of the maintainer.
13. The provisions of Article 71 paragraph (1) and paragraph (2) are changed and
paragraph (3) is removed, thus it reads as follows:
Article 71
(1) The Curriculum of each education level refers to the prevailing National Curriculum.
(2) The curriculum on the nonformal education-based non-formal education course refers to the national standard
education and other applicable perinvitation provisions.
(3) is removed.
14. The provisions of Article 72 are amended, so that Article 72 reads:
Article 72
(1) Curriculum on any formal and nonformal educational level developed by a higher standard of national standards of education in accordance with the
demands and needs with guidelines on the provisions of the laws.
(2) Curriculum on any formal and nonformal educational level developed by individual education units facilitated by the Service
Education and Culture. (3) Curriculum on any formal education and
nonformal prior to being used first verified and then authorized by the Education and Culture Service.
(4) The development of the curriculum as referred to in verse (1), exercised on the following principles-principles as follows: a. Increased Faith, Takwa, danAkhlakMulia
b. Future competency requirements
c. Increased Potential, Intelligence, and Minat
in accordance with the Development Level and
Attendees ' Ability To Be Dikes
d. Potential Diversity and Regional Characteristics and
Environment
e. Regional and National Development Charges
f. Work World demands
20
g. The Development of Science, Technology, and
Art
h. Religion
i. Global Development Dynamics
j. National Union and the National Values of Nationalities
k. Local People's Cultural Social Conditions
l. Gender equality
m. Characteristics of the Education Unit
(5) Further provisions of the guideline
The composition and development of the curriculum as referred to in paragraph (1) and paragraph (2)
are governed by the Regent.
15. Among the provisions of Article 99 and Section 100 are added
1 (one) section 99 A so reads:
Article 99 A
(1) To improve the quality of education in the Regency
Bandung, Local Government Allocating funds
scholarships for educators and education power that
will improve its competence
(2) Local government allocates research costs
and the development of science and technology
in APBD
16. Between Section 100 and Section 101 is inserted 1 (one)
section of Article 100 A, which reads:
Article 100 A
Further provisions about the appointment,
placement, transfer and termination of the Head The school /madrasah/PKBM is set later by the Regent.
17. The provisions of Article 120 Verse (5), amended so that Article 120 reads:
Article 120
(1) The Government of the Local Government provides an education budget of at least 20% of APBD
outside employee and DAK shopping. (2) The education budget as referred to in
paragraph (1), not included in it the salary of educators,
and the education costs of the diners. (3) The Local Government is required to allocate funds
an emergency to fund the urgent needs in
the host of education resulting from certain events;
(4) The Local Government is required to allocate a budget for the unit Government-hosted education;
21
(5) The Local Government is required to allocate a budget
for the education unit organized by the public in the form of grant assistance.
18. The provisions of d not
has a hierarchical relationship with the Government, Local Government, or Board of Education;
(4) The School Committee is based on the education unit
and is set up for 1 (one) educational unit or joint educational unit based on decision
as arranged in the AD/ART School Committee is concerned.
22. Between the chapters of XIX and chapter XX is inserted 1 (one) chapter of Chapter XIX A, so Chapter XIX A reads as
following: BAB XIX A
CULTURE
Article 140 A
(1) The Local Government carries out the preservation of the tradition
and culture in the whole area of Bandung. (2) The preservation form of tradition and culture as
referred to paragraph (1) includes: a. protection; b. development; and
c. Use. (3) The preservation of tradition and culture as intended
on the verse (2) needs to pay attention to: a. the value of religion and trust; b. customs, cultural values, norms, ethics and customary law;
c. the nature of the secrecy and sanctity of certain cultural elements is maintained by the public;
d. Common interests, community interests, and
group interests in society; e. the identity of the nation;
f. The benefit of the people; and the g. The rules of the invitational.
(4) Further provisions on the Preservation of the tradition and
the culture as referred to in verse (2) and verse (3) is governed by the Rule of Regent.
25
23. Between section 143 and Section 144 is inserted 1 (one)
section, i.e. Section 143 A which reads as follows:
Section 143 A
The provisions of secondary education in Regulation
The area remains in effect until the redirect transfer of authority from the area to the province.
PASAL II
This Region Regulation start to apply at the date of the invitation.
For everyone to know it, order the invitational of this Area Regulation with its placement
in the Bandung County Area Sheet.
Set at Soreang
on the date 23 December 2014
BUPATI BANDUNG,
ttd
DADANG M. NASER
UNDRASED at Soreang
on December 23, 2014
SECRETARY OF THE AREA
BANDUNG COUNTY,
ttd
SOFIAN NATAPRAWIRA
SECTION SHEET BANDUNG REGENCY YEAR 2014 NUMBER 22
NOREG ORDINANCE COUNTY BANDUNG COUNTY, WEST JAVA PROVINCE: (243 /2014)
National Examation Exam), and for kindergarten obtaining SKTB (Letter of Interest
Tamat Learning); b. Prospective students who are registered to
SD/SMP/SMA/SMK must be in a healthy state
physical and spiritual as well as for prospective students who have special abnormalities can directly register to SDLB/SMPLB/SMALB;
c. candidate New learers from the foreign education system to the national education system that will
register themselves to the educational unit, can be conducted tests of academic ability according to competency standards on the curriculum structure at
the level of each The education unit, carried out by the intended school, is next delivered to
The Ministry of Education and Culture to report to the Ministry ' s conditioning education and culture to get
the equalization. (3) The admission of the leared participant aims for:
a. provide a wide-breadth opportunity for
a school-age citizen to acquire the education service;
b. improving the quality of the hosting services and the results of Primary and Medium Education.
(4) Reception of the leared participant due to the mutation from:
a. The mutation of the SD/SMP/SMA/SMA/SMK protege between schools in one county was justified after
received recommendations from the Principal of the student's origin and the Education and Culture Service, at least after running
1 (one) year and available place in the intended school;
b. The learnable mutation can be done from and to
schools with the same accreditation classification; c. The mutations of educated participants cannot be done from
SMK to SMA/MA or vice versa; d. Mutations in the intercity/city protege in
one province, may be conducted over approval
the principal and recommended principal of the Education and Culture Service,
at least after walking 1 (one) year and available place in the intended school;
23
e. Mutations in the province's protege, can
be done by the approval of the principal and approved head of the Ministry of Education and Culture, at least after walking
1 (one) year and available place in school which is to be;
f. The mutation of the educated participants from the Foreign Education system to the National Education system can be conducted based on an academic ability test according to
standards of competence in the curriculum structure on the level of each unit of education implemented by the Ministry of Education. The intended school and the next
reported to the Education and Culture Service to be forwarded to the Ministry of yang
drugging education and culture to obtain equalization;
g. Educated participants who have been discharged and or
are issued with and or tampa a captions/recommendation may not be accepted back at the school of educated participants
that is; h. The old school is required to complete the file
transfer of students by handing out raport/report on attitude, behavior, pekerti, personality, National Student Mother Number,
as well as academic and non-academic achievements of the participants Be educated in question to the new
school; (5) More Terms on the acceptance of the participants
learnates and mutations as referred to by paragraph (1), (2),
and (3) this section, set later by the Regent.
20. The provisions of Article 136 of the paragraph (2) are changed and plus 1
(one) paragraph (4), so Article 136 reads:
Article 136
(1) The Board of Education is the peranal container
the public in improving the quality of the service education that includes planning and evaluation
educational programs. (2) The Board of Education as referred to in the paragraph
(1) as a self-sufficient institution in
the regency specified under the decision of the Regent;
(3) the Board of Education of the Regency acts to give
the consideration, advice, and power support, infrastructure and means in the alignment
education to the Regent. (4) The funding of the Board of Education is allocated in
District Regional Revenue and Shopping Budget
Bandung.
24
21. The provisions of Article 137 paragraph (4) are amended so that Article 137
reads: Article 137
(1) The School Committee is the peranal container and society in improving the quality of services
education includes planning and evaluation of educational programs on the education unit of early childhood, primary education, Secondary education;
(2) The School Committee is responsible for providing consideration, advice, and support, infrastructure and educational facilities for education units
children of early age, primary education, secondary education;
(3) The School Committee as referred to in paragraph (1) on the education of early childhood children, basic education, and secondary education, independent an