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Paragraph 2 Of The Appointment Mechanism

and the School Supervising Duty/Madrasah

Article 49

(1) The school/madrassa supervisors appointment mechanism is mandatory for supervising bodies and Provincial education quality control after specified by the decision of the Regent and/or Head of the Territories Office of the Ministry of Religious Affairs Jambi and/or Head Office of the Ministry of Religious Affairs;

(2) The school supervising duties/madrasahs are given 1 (one) times task time for 4 (4) years;

(3) The time of the supervising task The school/madrassa as referred to in the paragraph (2) may be extended to 1 (one) times the time of the assignment if it has a minimal working achievement based on the assessment.

paragraph 3 of the School Supervising Subject/madrasah

Section 50

(1) The school supervisor/madrassa task is performed in accordance with applicable law rules.

(2) The school supervisors duty/madrasas as in paragraph (1) include: a. conduct quality development coaching

schools/madrasas, school principal performance/madrasas, teacher performance, and performance of all school/madrasas staff;

b. conduct the evaluation and monitoring of the school/madrasah program and its development;

c. carrying out the supervision of the school/madrasah education in accordance with its use on the education unit of PAUD/RA, SD/MI/, SLB, SLTP/MTs and SMA/MA/SMK;

d. improving the quality of the learning/mentoring process and the results of student learning/guidance in order to achieve the purpose of school education/madrasah collaboratively with the school's stakeholder/madrasah.

(3) Islamic Religious Education (PAI) subjects appointed by the office of the ministry of religion and/or local government are tasked with overseeing the subjects of PAI in schools and/or madrasas.

(4) The supervising of common subjects was appointed by the local government and/or the office of the ministry of religion in charge of overseeing the common subjects in schools and/or madrasas.

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(5) To organize the duties of the school supervisor and the madrasah as referred to in verse (2), verse (3) and verse (4) are formed by the supervisors (KKP) school and the school's supervisors and the madrasah. The madrasah coordinating with the Ministry of Religious Education and the Office of the Ministry of Religious Affairs.

(6) The school and madrassa supervising officers ' performance of duty/performance was delivered to the Supervising Board and Control of the Jambi Provincial Education Exhales to the Local Government and the religious ministry ' s Office Coordinate by the Working Group Supervisors (KKP) counties.

(7) Supervising working group (KKP) dipilih/appointees in district supervising supervisors facilitated by the Supervising Board of Education Control Jambi are coordinating with the head of service education and head of the religious ministry office and specified with the Decree of the Supervising Board and the Educational Quality Controller of the Province of Jambi.

paragraph 4 function, Authority and Supervising Rights School/Madrasah

Article 51

(1) School supervising functions/madrassas include: a. carrying out the academic supervision function; b. carrying out the menejerial supervision function;

(2) The school supervising authority/madrasah includes: a. Set up a surveillance work program on

the school of the stars and talk about it with the principal in question;

b. define or propose a coaching program as well as doing coaching;

c. with the school parties in which it is located, determines the program of improving education quality in its binary school;

d. define the work method for achieving optimal results based on a structured work program;

e. establish school performance, school principal and teacher as well as education power to improve self-quality and supervising services;

f. recommend an education unit that does not meet the educational quality standards.

(3) The school supervisor ' s rights/madrasas include: a. receive a salary as a civil servant in accordance with the rank

and his golf course; b. obtaining a functional allowance in accordance with the post

supervisor at its disposal;

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c. obtaining operational/routine costs for carrying out supervising tasks such as: transport, accommodation and costs for supervising activities;

d. obtaining a supervising profession allowance after having a supervising certification;

e. receive subsidies and incentives to improve the execution of the supervisors ' duties and development of the supervising profession;

f. obtaining special benefits for supervisors serving in remote, riot-prone and or natural disaster areas.

Fourth Quarter Promotion and Rotation Educators and Education

Article 52

(1) Promotion and rotation aims to realize the alignment of educational quality improvement as well as refreshment for educators and education with regard to needs, academic qualifications, tenure and workspace;

(2) Promotions are performed to improve the career of educator power and to education as an award over work achievement;

(3) The rotation is performed in the framework of educational and refresher quality for educators and educationist with regard to tasks, worklands, teacher qualifications, formation, and educational needs;

(4) Promotion and rotation for educationists and educationists is carried out carefully, accurately and accountable based on professionalism.

Section 53

(1) Qualified learers, certain competences, competencies and certifications may be given additional tasks as principal and/or madrassa as well as school supervisors and/or madrasas through selection;

(2) Qualifications, competences and certifications as referred to in section (1) based on educational background, teaching experience, managerial skills, and educational work achievement;

(3) The terms of the standard qualification, competency and certification as referred to in paragraph (1) and (2) are adjusted to the terms applicable to the Ministry of Education and Culture and/or the Ministry of Religious Affairs.

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Article 54

(1) The civil servant of another post to a teacher functional office may be considered in effect;

(2) The civil servant of the PNS from the functional office of the teacher to another post. may be considered in the applicable terms.

CHAPTER X PROTEC/PROTECTION AND AWARDS

EDUCATORS AND THE EDUCATION WORKFORCE

Section Protections/Protection

Section 55

(1) Local government is required to provide protection/legal protection, protection the profession, as well as the health and safety protection of the workforce of educators and education;

(2) The protection of the law as contemplated by paragraph (1) includes legal protection against acts of violence, threats, discriminatory treatment of the parties Educated participants, educated parents, society, bureaucracy or other parties that may interfere with the safety and convenience of the educational profession;

(3) The protection of the law can also be done by the profession organization by optimizing division work laws;

(4) The legal protection mechanism is given through the Agency Advocacy of the Jambi Provincial Teacher and/or through law enforcement apparatus;

(5) The teacher's advocacy body is based in the provincial capital; (6) the teacher's advocacy body is formed by the Governor's decision.

The Second Part of the Awards

Section 56

(1) The local government gives awards to outstanding, dedicated teachers outstanding, and/or serving in special areas;

(2) Local government and/or society awards the teacher who is fallen in carry out tasks in special areas;

(3) The award to teachers can given in the form of a merit sign, the promotion of the privileged, financial, charter and/or other form of the award;

(4) The award to the teacher was executed in commemoration of the anniversary of the independence of the Republic of Indonesia, the day of the anniversary the county year, the national education day, the national teacher ' s day and/or another big day.

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CHAPTER XI MEANS AND QUALITY INFRASTRUCTURE

Article 57

(1) Every unit of compulsory education has a means including: furniture, educational equipment, educational media, books, and other learning sources, Disposable materials and other equipment that support a regular and sustainable process of processing;

(2) Each unit of education is required to have an infrastructure covering the land, classrooms, room of the education unit, space. educators, layout rooms, library rooms, laboratory space, work bekel room, space production units, canteen spaces, power installers and services, sports venues, worship places, playgrounds, creation and space or other places necessary to improve the ongoing learning process;

(3) The Procurement The means and infrastructure required for education are conducted by the Government, the Local Government, and the Community;

(4) Educational means of education amenity to the purpose and function of being the responsibility of the organizer and/or maintainer of the education unit;

(5) The local government can providing the assistance of the means and educational infrastructure on the organizers of the community organized education unit and/or the organizers of the education unit managed by the Ministry of Religious Affairs;

(6) The local government is setting out Minimum standard of means and infrastructure in the education unit of early childhood, primary education, secondary education, and nonformal education in accordance with the rules of the negotiations;

BAB XII QUALITY EDUCATION MANAGEMENT

General Parts

Section 58

(1) Management The education must be centered at school. (2) For the purpose of paragraph (1) any development policy

education, analysis of teacher needs, means, facilities, financing and so forth must be school-oriented.

(3) In realizing the school of quality and superior schools must be Continuous improvement and refinement of management.

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(4) The management of the education is performed by: a. government; b. Government of Jambi Province; c. Government of Muaro Jambi Regency; d. the unit of education on formal and non formal lines; e. (people):

(5) The management of education as referred to in paragraph (1) is intended to guarantee: a. Public access to the quality of education; b. The quality of education in all types and

education level; c. quality and competitious power and relevance to the

needs and or condition of the community; d. effectiveness, educational efesiency and education management

. (6) The Regional Government directs, fostering, guiding,

coordinating, summarizing, supervizing, supervising and controlling the holding of education units in accordance with national policy of field education and policy areas the field of education in the framework of the management of the national education system.

(7) The Regional Government is responsible for organizing formal and non formal education.

The Second Part of Education Management by the Local Government

Paragraph 1 Of Education Field Policy

Article 59

(1) The Regent is responsible for managing the national education system in the region, as well as formulating and establishing the field policy of education in accordance with its authority.

(2) The Regional Government is responsible in: a. Guarantees of a quality education; b. Guarantees the standard of content; c. guarantees the process of quality learning; d. The teacher's recluse is a quality teacher. with the provincial government holding and improving

the quality of the means and the infrastructure; f. Guarantees the standard of assessment results; g. Guaranteed quality of graduate quality; h. meets the needs of the educational infrastructure.

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(3) The Local Government has the authority in setting: a. School minimum service standards in accordance with the regulations

applicable laws; b. School principal's partner; c. placement and distribution of teachers; d. education unit financing standard;

(4) In the exercise of the responsibility and authority of the Regent in the field of education, operationally implemented by the Kapala Department of Education;

(5) The Head of the Education Service is appointed by the Regent with the criteria: a. have a vision, mission and education development program

area; b. have a leadership and managerial ability; c. takes precede the minimum education qualification of S2 in

the educational field of an accredited college; d. have a good integrity and personality; e. derived from structural and/or academic officials; f. have comprehensive intelligence; g. A democratic soul; h. have a high fighting spirit, honestly responsible,

abstinate, optimistic and hardworking; i. It's a local culture; j. Pass and proper test (fit and proper test) by

Baperjakat. (6) The fable and proper test (fit and proper test) process by

Baperjakat is supervised by the DPRD. (7) The field policy of the field of education is poured in:

a. Muaro Jambi County long-term development plan;

b. Muaro Jambi County medium-term development plan;

c. strategic plan of Muaro Jambi County education; d. Muaro Jambi County Government's work plan; e. the annual budget plan in Muaro Jambi County; f. Rules of the field of education.

(8) The field policy of the field of education is a guideline for: a. all ranks of local government; b. education organizer; c. unit of education; d. the board of education; e. School committee; f. A student; g. The parents of the guardian's apprentice; h. education and education; i. Muaro Jambi County Public.

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paragraph 2 of the Education Governance

Article 60

(1) The Regent establishes the education governance policy to be eesicence, effectiveness and accountability of education management which is the guideline for the parties associated with education in Kubapatent Muaro Jambi;

(2) In the running and managing education system in the area, local governments develop and carry out ICT-based education information systems;

(3) The System area education information must provide access to administration information education and access source access to units of education on all types, types, and educational pathways in accordance with the authority of the Regional Government.

Third Section of the Education Unit Management

Section 61

(1) The education unit makes and establishes the vision and mission of a quality education unit;

(2) The education unit must compose short, medium, and long-term programs;

(3) The education unit is the center for the implementation of the process quality learning;

(4) The process of execution of quality learning is supported Availability of the standard quality education unit based on the BSNP;

(5) Educational Units that are accomplishment in improving the quality of education are given the coaching fund;

(6) The education unit managed by the government is not justified. developing an independent school program.

The Fourth Quarter of the Role as well as Society

Article 62

(1) The public is a group of non-governmental Indonesian Citizens who have a role in the field of education.

(2) The society is at least composed of parents of educated participants, and citizens with certain backgrounds, organizations, and positions/professions in society, such as religious society, indigenous people, legal society, community educators, public entrepreneurs, general public and other designations of the same type;

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(3) The role as well as society in education includes roles as well as individuals, groups, families, professional organizations, entrepreneurs and community organizing in the holding, management, and control of education quality;

(4) The role as well as the public in education as referred to in paragraph (2) includes participation in the planning, supervision, and evaluation of educational programs implemented through the education board, the quality supervising body education, school committee/madrasah or other similar names on child education units early age, primary education, secondary and non-formal education;

(5) The implementation of the role as well as the society in the hosting of education and the control of quality education as referred to in paragraph (2), further regulated by the Regulation. Regent;

(6) The role and society of individuals, groups, families, profession organizations, entrepreneurs and community society can be the contribution of educators and the workforce of education, funds, scholarships, cooperation, interns, means and The infrastructure and other forms are appropriate for quality education.

The Fifth Section of the Board of Education

Article 63

(1) The education board is the role and society platform in the holding and embodied quality education services that include planning, supervision and education program evaluation;

(2) The education board as referred to in paragraph (1) as a self-contained institution at the Regency level and is instrumental in improving the quality of education services by providing appropriate direction and support. with the role and function;

(3) The education board plays a giving Considerations, suggestions, and support of power, means and infrastructure, as well as the supervision of an education to the Regent;

(4) The provisions of the establishment of the Education Council are guidelines on applicable laws.

Section 64

(1) The Board of Education reserves the right: a. role as well as in the formulation of the hosting policy

education in the area; b. obtaining information related to the role and function; c. obtaining funding from APBD.

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(2) The Board of Education is obligated to provide an accountability report to the entire member through an openly meeting forum on the Regency level by involving stake holders of education.

Part Sixth School Committee

Article 65

(1) The formal school/school/school committee or other similar name is the role vessel as well as society in realizing quality education including planning, supervision and evaluation education program on the education unit of early childhood, primary education, Secondary education, and formal education.

(2) School Commits/madrass/formal education or other similar names cast consideration, advice and support of power, means and infrastructure as well as the supervision of educational hosting on an early childhood education, primary education, secondary education and formal education.

(3) the formal school/madrass/education committee or any other type of name as referred to in verse (1) on an early child education, basic education, secondary education and formal education are self-sufficient, and no hierarchical relationship with Government, Regional Government, or Board of Education;

(4) School Commits/madrass/formal education or other similar names may consist of one in a unit of education or one in several units. education in the same level or one in several different educational units of the level at the adjacent location or educational unit managed by one educational organizer.

(5) Further provisions of the establishment School/Madrasah Committee guidelines on the rules of the invitation-invitation apply.

Article 66

(1) The school committee /madrassa reserves the right: a. engaged in the planning, execution, and evaluation process

of the education unit work program; b. requested information and accountability to the unit

education related to the budget and school revenue sourced from the community.

(2) The school committee /madrassa is obliged to: a. hold and luxury the aspirations of the education unit and or

the public in the planning, execution, and evaluation of each unit of education;

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b. Drafting a work program based on the educational unit development plan;

c. organized a meeting with the parents of the educated participants in decision making related to the revenue budget plan and school shopping.

d. reports each year's responsibility to the maintainer and/or parent/guardian of the leared.

BAB XIII QUALITY ASSURANCE, ACCREDITATION AND CERTIFICATION

First Part Of The Mutu Warranty

Section 67

(1) Education quality assurance aims: a. The building is a formal, formal, nonformal, and/or informal. B. Clear and clear sharing of duties and responsibilities and

proportional to the units of education, the Government of the Regency, the government of provinces, and the government.

c. it is set to nationally reference the quality of education. D. It maps the quality of formal, nonformal, and informal education; e. The construction of a formal education quality information system and

ICT-based non-formal. (2) Quality Assurance is a joint responsibility of all

educational stakeholders, whether government, local government, community, and education unit.

(3) The Warranty Warranties of Education is the education service and education unit.

(4) The Mutu warranties are performed continuously throughout the process or the running program.

The Second Part of the Education Mutu Warranty System Component

Section 68

Component of the system of the disposal system Education quality includes: a. school self-evaluation; b. Monitoring Schools by the Local Government (MSPD); c. District Self Evaluation (EDK);

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d. School-Based Starter Teacher Induction Program (PIGPBS); e. Accreditation; f. Certification.

Article 69

(1) The School of Self Evaluation is an internal self-evaluation process involving all stakeholders to see the performance of the school which results in use as a base. Continuous School Development Plan.

(2) The EDS is performed by a school citizen/madrassa consisting of an element: a. The head of the school/madrassa; b. Teacher; c. School committee /madrassa; d. Student parents; e. supervisors.

Article 70

EDS is done honestly based on the real school/madrasah conditions intended to meet the standards of educational services.

Article 71

(1) Monitoring Schools by Local Government (MSPD) exercised by the Ministry of Education and the Office of the Ministry of Religious Affairs to the performance of the school/madrasah thoroughly and the results will be the basis of further planning and action.

(2) Monitoring Schools by the Local Government generate an annual education quality map.

(3) MSPD as a tool for evaluate the development of the standard application of educational services each year for the education unit.

Article 72

(1) Self-evaluation of the County (EDK) as a self-portrait of the performance of the Education Service and the Office of the Ministry of Religious Affairs for Continuous work planning.

(2) EDK provides information on qualitative and quantitative data that are detailed in relation to the quality of education in the County.

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The Third Section Of Accreditation

Paragraph 1 General

Section 73

(1) Accreditation is performed to determine the worthiness of the program and the education unit.

(2) The program and unit Eligibility education as a paragraph (1) refers to the Education Service Standard.

(3) Accreditation may be submitted by any units of education at least five years.

(4) the implementation of accreditation in accordance with regulatory provisions. It's

Paragraph 2 School Accreditation/Madrasah

Article 74

(1) The School Accreditation Board/madrassa is a body set up by the Local Government to determine the worthiness of the program and the educational unit running To be effective in delivering quality education based on defined criteria.

(2) The membership of the school accreditation body/madrassa refers to the applicable laws.

(3) Accreditation conducted to determine the eligibility of the program and the education unit on track formal and nonformal education on every level and type of education.

(4) The Accreditation is conducted on the basis of the clear, measurable and open criteria.

(5) The school/madrassa prepares the materials necessary to follow accreditation in accordance with applicable law-invite rules.

(6) Schools/madrasahs increase the status of accreditation, by using an external accreditation institution which has legitimacy.

(7) School/madrasah must continue improving the institutional quality holistically by following up The advice of accreditation results.

(8) The School Accreditation Board is set up to provide assurance, certainty, and control of the education ministry into a quality education.

(9) The provisions of the accreditation criteria as referred to on verse (4) is formulated by the members of the School Accreditation Board and authorized by the Local Government.

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(10) The provisions of accreditation as referred to in paragraph (3) are further set forth under applicable law.

Fourth Section of the Teacher's Certification In Office

Article 75

(1) Certification for teachers in office is the process of granting educator certificates to teachers who serve as classroom teachers, subjects teachers, guidance teachers and counseling or counselors, and teachers who are appointed in the education unit supervisor.

(2) Certification for teachers in office was executed through; a. Competency granting an educator certificate directly.

(3) Boring Teacher's certification in office refers to the applicable provisions.

BAB XIV EDUCATION FINANCING

PART OF THE FINANCING SOURCE

The General Parts

Article 86

(1) The curriculum on all types and types of education was developed with a diversified principle in accordance with units of education, regional potential and educated participants.

(2) The educational unit is obliged to organize a local charge curriculum that corresponds to the region characteristics.

(3) The local charge Curriculum as referred to in verse (2) is composed by a Team formed by a regent decision.

(4) The local charge content standard is set with the Bupati Regulation.

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Second Quarter Stándar Fill

Article 87

(1) The content standard is the scope of the material and the level of competence that is poured in the criteria of the competency of the skill, the competency of the study materials, the competency of the study. subjects, and the learning syllabus that must be met by teachers and accomplished by learers on certain types and types of education.

(2) The standard of content as referred to the verse (1) contains the basic framework and curriculum structure, burden of learning, curriculum level of education unit, and education/academic calendar.

(3) Drafting the curriculum at the level of child education unit early age, primary and secondary education guidelines on guidelines compiled by BSNP.

Second Quarter Curriculum PAUD

Article 88

(1) The PAUD Curriculum is directed at the development of behavior, and the basic ability of an early child.

(2) The PAUD Curriculum referred to the verse (1) in order to have the ability cognitive, affective, and psychomotoric according to the development rate of an early childhood.

(3) Curriculum offered refers to the BSNP-compiled guidelines.

Third Section

Ibtidaiyah Primary School Curriculum/Sedegree

Article 89

(1) The SD/MI/ Sedegree Curriculum is directed to form an educated participant in order to have the ability to read and write, Calculating, moral, moral and noble abilities.

(2) The moral and moral lessons referred to in verse (1) are the strengthening of the religious and customary lessons of Jambi.

(3) the Curriculum offered refers to the guide The BSNP drafted.

(4) The learning of foreign languages such as English, Arabic, Mandarin and so on is actively delivered (active speaking) in learning both inside and outside the classroom.

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(5) The skills of (skill) skills such as art, sports, handicrafts, agriculture and so on are directed to the establishment of psychomotor prowess.

(6) additional Curriculum as a A madrassa/school advantage. (7) The drafting of the Learning Implementation Plan is conducted

based on the teaching materials offered in the curriculum. (8) Each education unit sets the format on the Plan

Implementation of Learning (RPP). (9) Local charge materials are directed to support the competency

base and main subject subjects. (10) Educency and skill set of students is directed at

regional potential or local kearifan.

Fourth Quarter Of The First High School Curriculum/

Madrasah Tsanawiyah/Sedegree

Article 90

(1) The SMP/MTs/Sedegree Curriculum is directed to form an educated participant in order to have the ability to read and write, be counted, the ability to communicate, moral and noble, and the particular competency of the talent of the learnant's talent.

(2) Special subjects of moral and noble subjects through compulsory material religion and Adat Jambi.

(3) Curriculum offered refers to BSNP-compiled guidelines and can include education of life prowess and local excellence-based education.

(4) Learning of foreign languages such as English, Arabic, The Mandarin and so on are actively delivered (active speaking) in learning both inside and outside the classroom.

(5) The skills are (skill) skills such as art, sports, handicrafts, agriculture and So it was directed to the establishment of psychomotor prowess.

(6) Additional curricula as a madrass/school advantage. (7) The drafting of the learning implementation plan is carried out

based on the teaching materials offered in the curriculum. (8) Each education unit sets the format on the plan

implementation of learning (RPP). (9) Local charge materials are directed to support the competency

base and main subject subjects. (10) The competency and skill set of learnates is directed at

local potential or local kearifan.

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Fifth Part Of The High School Curriculum Top/

madrasah Aliyah/Sedegree

Article 91

(1) SMA/MA Curriculum Is directed to form an educated participant in order to have the ability to be reading and writing, calculating, the ability to communicate, moral and noble, and the special competency of the talent of the learners ' talents.

(2) Special subjects of moral and noble subjects through the obligatory materials of religion and Adat Jambi.

(3) the Curriculum offered refers to the BSNP-drafted guide and can include a local life-based education and excellence education.

(4) Learning of foreign languages such as English, Arabic, Mandarin and so on is actively delivered (active speaking) in good learning within or outside the classroom.

(5) The skills are (skill) skills such as art, sports, handicrafts, agriculture and so on directed to the establishment of psychomotor prowess.

(6) additional Curriculum as A madrassa/school advantage. (7) The drafting of the learning implementation plan is carried out

based on the teaching materials offered in the curriculum. (8) Each education unit sets the format on the Plan

Implementation of Learning (RPP). (9) Local charge materials are directed to support basic compaction

and main subjects. (10) The competencies and skill of the learnable participants are directed at

regional potential or local kearifan.

The Sixth Section of the SMK/MAK curriculum

Section 92

(1) The SMK/MAK Sedegree Curriculum is directed to form Educated participants in order to have special competency skills, which is a potential talent for educated participants.

(2) Curriculum offered refers to BSNP-drafted guidelines and may include educational and educational skills and education. local primacy.

(3) Learning foreign languages such as English, Arabic, Mandarin and so forth are actively delivered (active speaking) in learning both inside and outside the classroom.

(4) Life skills are (life skills) such as art, sports, handicrafts, agriculture and so is directed to the establishment of psychomotoric prowess.

(5) Additional Curriculum as a SMK/MAK advantage.

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(6) The drafting of the learning implementation plan is conducted based on the teaching materials offered in the curriculum.

(7) Each unit of education sets the format on the Plan of Implementation Learning (RPP).

(8) Local charge materials are directed to support basic competencies and main subjects.

(9) Competencies and competency skills are directed at local potential or local kearifan.

(10) Special subjects of moral subjects

BAB XVI PROCESS EDUCATIONAL PROCESS

Section For the Learning Process

Article 93

(1) The learning process in the education unit is conducted. interactively, inspiring, fun, challenging, motivating protégists to actively participate, as well as provide ample space for initiative, creativity, self-reliance and assertiveness;

(2) Every educational unit has a minimal stándar of learning processes that include learning planning, process execution learning, assessment of learning results, and the supervision of learning processes for a quality of quality learning;

(3) The learning process centers on learners, teachers serve as facilitators, mediators, and suri tauladan;

(4) at least the learning process planning Includes the syllabus, the Learning Implementation Plan (RPP) which contains the purpose of learning, instruction, methods, learning and learning objectives;

(5) The execution of the learning process must pay attention to the maximum number of participants. Protege per class of 30 educated participants, maximum teaching load per educator, maximum ratio of textbooks lesson every learer and maximum ratio of the number of learers per educator;

(6) The execution of the learning process is performed with developing a culture of reading writing;

(7) Assessment results learning on each educational level using a variety of assessment techniques in accordance with the basic competencies that must be educated;

(8) Assessment techniques may be written tests, observations, practice tests, individual assignments and group;

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(9) The supervision of the learning process includes: monitoring, supervision, evaluation, reporting and granting of the continuous feedback;

The Second Section of the New Student Reception

Section 94

(1) Each unit of education is required to carry out a new student acceptance process based on the needs of the maximum educational unit with regard to the ratio of learers per class, teacher ratio, the ratio of the means and the infrastructure of the unit education.

(2) Every education unit must have a stándar of admission process new students are set by an educational unit that is not at odds with the applicable legislation.

(3) The admission of new students is performed with objective, transparent and accountable asas.

(4) The education unit is not It is justified to accept an educated candidate outside of the kouta or capacity as set in minimum service standards.

(5) The cost of the admission needs of new students by the education unit is governed by the Rule of the Regent Proportionally, transparent and accountable in accordance with the authority.

BAB XVII COMPETENCE GRADUATES

Section Of The Graduate Competency

Article 95

(1) Each unit of education sets out the standard competency of graduates used as assessment guidelines in determining the graduation of learnants.

(2) Each education unit sets the standard of graduate competency for non-tested subjects nationally above the minimum standard of nationally tested subjects.

(3) The standard graduate competency includes the competency for all subjects.

(4) The standard of school graduates/madrasas refers to the reference set by the BSNP.

(5) The graduation of educated participants is set by the unit of education concerned according to the criteria developed by the BSNP.

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The second part of the competency of the PAUD/RA/Sedegree competency

section 96

The graduate competency is directed at the establishment of an independent, courageous, sociable attitude, interacts with its environment.

Part Third SD/MI/Sedegree graduate competence

section 97

Graduate competence is directed at the basic laying of intelligence, knowledge, personality, noble akhlak as well as the skills for independent living and following more education.

Fourth Section of SMP/MTs/Sedegree Graduation Competency

section 98

The competency of the graduates is directed at the basic laying of intelligence, knowledge, personality, noble and skill for self-life and follows further education.

The Fifth Part of the Competency SMA/MA/Sedegree graduate

section 99

The competency of SMA/MA/Sedegree graduates is directed to enhance intelligence, knowledge, personality, noble and skill to self-life and follow more education. continue.

The Sixth Section of SMK/MAK Graduate Competency

Section 100

SMK/MAK graduates are geared towards improving the skills for self-life, intelligence, knowledge, peribadian, noble and skill for self-life (preferably in the direction of the main) and to participate in the Education is more woven according to the field.

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Article 101

The SMK/MAK graduate competency is directed to be a ready-to-use workforce.

BAB XVIII VALUATION

Part Parts of the Assessment Principles

Section 102

(1) Education assessments include: a. the assessment of the results of learning by educators; b. the assessment of the results of the learning by the education unit; c. assessment of the results of the learning by the government.

(2) The assessment of the results of learning participants is based on the principles of the following principles: a. sahih, the assessment is based on the data reflecting

capabilities are measured; b. objective, meaning the assessor is based on the procedure and the criteria

that is clear, not influenced by the subjectivity of judgment; c. fair, meaning unfavorable or adverse assessment

educated participants due to differences in background, religion, tribe, customs culture, economic social status, and gender;

d. integrated, meaning assessment by educators of merfed one of the inseparable components of learning activities;

e. open, meaning the assessment procedure, the assessment of the judgment and the basis of the decision making can be known by the interested party;

f. thorough and continuous, meaning assessment by educators covering all aspects of competency by using a variety of appropriate techniques to monitor the development of the learer ' s ability;

g. systematic, means that the assessor is performed on a plan and is gradual by following the default steps;

h. Kireteria reference, meaning penilian is based on the achievement size of the specified competency;

i. account, meaning the assessment can be accounted for both the procedures of procedure and the results.

Second Section of Engineering and Instrument Assessment

Article 103

(1) Assessment of learning results by educators using Various assessment techniques are test, observation, personal assignment or

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group and other forms corresponding to the karaktarestics of competencies and level of development of educated participants.

(2) Test techniques in form, written tests, oral tests and practice tests or performance tests.

(3) Observation techniques Or an observation is performed during the study and/or outside of the learning activities.

(4) The assignment techniques both individual and group may be in the form of a home assignment, or project.

(5) The assessment instrument of the study results used educators must meet the substance requirements of which are presenting Judged competency, construction is to meet technical requirements in accordance with the form of the instrument used and language that is the correct and correct language and communicative language according to the development of the learnant's development.

(6) They are used by educational units in the form of school exams/madrassas meet the requirements of substance, construction, and language and have proof of empirical validity.

xix CHAPTER XIX TEXTBOOKS

Article 104

(1) The lesson textbook is a mandatory reference book by educators and participants Protege in the learning process for use in schools that contain learning materials in order of increased faith and rectitude, mental health and personality, knowledge of knowledge and technology, sensitivity, and abilities. aesthetics, physical potential and health compiled based on the National Standards of education.

(2) The textbook textbooks are used as mandatory referrers by teachers and learers in the learning process.

(3) Other than textbooks textbooks as referred to in paragraph (2) the teacher uses an educator guide book and can use of enrichment books, and reference books in the learning process.

(4) To add knowledge and insights of learnlearers, teachers can advocate learters for reading enrichment books and reference books.

Article 105

Use of lesson package books only 1 (one) should not be more.

Article 106

(1) The textbook textbooks for each subject are used on the subjects used on the base education unit and the medium selected from the textbooks of the lessons that have been established by the Ministry of Education and Culture

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based on the eligibility assessment recommendations of the National Standards Board of Education.

(2) The textbook textbooks for the local charge subjects used on primary and secondary education units were selected from the books the text of the lesson set by the Regent according to their respective authority by guidelines on the standard textbook textbooks set by the Ministry of Education and Culture.

(3) The textbook of subjects to be composed by the unit basic and secondary education selected through a teacher meeting with committee deliberation school of textbooks the lesson has been established by the Ministry of Education and Culture as referred to in verse (1).

(4) The textbook textbooks to be used by primary and secondary education units are selected through a teacher meeting with consideration of the school committee of the local charged lesson textbooks that have been determined by the Regent as the It is in verse (2).

Article 107

(1) The educational unit is set to use the lesson textbooks as referred to in Article 106 of the verse (3) and the verse (4) at least five years.

(2) The lesson textbooks are no longer used by the unit education if: a. changes in the national standard of education; b. Textbooks are declared no longer viable by the Minister.

Article 108

(1) The Local Government is responsible for supervising and controlling the quality standards of textbooks.

(2) the local government and/or society can help procure textbooks to education units in the form of uang/subsidy grants.

CHAPTER XX MINIMUM EDUCATION SERVICE STANDARD

Section Parts of the SPM and SNP

Article 109

(1) The Government of Regency and the unit of education must meet the provisions of the type and quality of the service.

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(2) The Regency Government has a plan containing the program objectives and the allocation of human resources, financial resources, and physical resources geared toward achieving national targets as set forth in the renstra of education.

(3) The warranty of the Education Mutu is intended to meet three quality reference tiers, namely: a. SPM; b. SNP; c. Education quality standards above the SNP.

Section 110

(1) The type of basic services SPM education includes: a. the means and the infrastructure; b. EDUCATORS and educationist; c. Curriculum. D. The SPM applies to the county Government and the organizers

The education unit is met in the most hours of 5 years. e. The SPM must be met by the organizers of the education unit

in order to obtain a definitive permit the establishment of an educational unit and is met at the slowest 2 years after obtaining a principle permit to stand and operate.

(2) Standard Education Minimum Services include: a. the legal basis of the governing body and the status of land rights; b. Personnel entitlements consisting of Head

Schools/Madrasah, Educators and Education, Classroom, educator and education, library, and bath Cuci kakus;

c. information program information and/or services public one time a year;

d. Liability for IBM Software as a Service (SaaS), and any other IBM SaaS offering. standard operating fee based on the Bupati Decision; f. Principal/Madrasah qualifications at least S-1

Education and/or equals; g. The internal oversight is conducted by the School Committee/madrasas

and/or the Board of Governing Bodies; h. terms of complaint, criticism, and actionable advice

school/madrasah at the slowest 7 (seven) days since the application is accepted.

Article 111

(1) The Regent carries out, coordinating the standard minimum service of the field education;

(2) Local government conducting and/or facilitating education quality assurance with guidelines to the National Policy of Education, and the National Standards of Education;

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(3) In order of the educational quality of the Regional Government coordinating and facilitating: a. education program accreditation; b. education unit accreditation; c. certification of the competencies of the leared participants; d. certification competency competency; e. education of the education workforce.

Article 112

(1) The type of SNP service includes: a. standard of content; b. process standard; c. standard graduation competency; d. standard of educators and the power of education; e. standard of means and parasarana; f. standard management; g. the standard of financing; h. education assessment standards.

(2) The SNP serves as the basis in planning, execution, and educational supervision in order to realize a quality education.

(3) The SNP aims to guarantee the quality of education. (4) The SNP is full of systematic and gradual educational units

within the time frame set in the strategic plan of the education unit.

(5) The strategic plan as referred to the paragraph (4) sets the measured target Annualized quality of quality.

(6) The SNP for the non-formal education unit in service of learning participants in accordance with the needs, conditions, and problems faced by each learnant.

(7) SNP education unit nonformal includes: a. standard of content; b. process standard; c. standard of graduation competency.

(8) Fulfilment of the SNP is the responsibility of the education unit.

Article 113

(1) The quality standards of education above the SNP include: a. based on local lead; b. adopting and/or adapting the International Standard

in particular. (2) The quality standards of education above the SNP apply to the unit

education that has met SPM and the SNP. (3) The quality standards above the SNP are chosen by the educational unit appropriate

the principle of autonomy of the education unit. (4) The fulfilment of quality standards above the SNP becomes the responsibility

the unit of education.

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Second part of the Community Satisfaction Index

Article 114

(1) The public satisfaction index is aimed at knowing the number of public satisfaction of education services;

(2) Local Government can cooperate with the Mandiri Institution to survey public satisfaction with the education ministry;

(3) The public satisfaction drafting guidelines are compiled in the form of the public satisfaction index in accordance with regulatory provisions. It's

CHAPTER XXI EDUCATION COOPERATION

Article 115

(1) The Local Government and Education Units can conduct cooperation with the public to host educational quality assurance.

(2) Interunit cooperation education can be done to improve the academic quality and management of the education unit.

(3) The education unit may conduct cooperation with the foreign education unit on the recommendation of the Regional Government.

BAB XXII DATA AND INFORMATION

Section 116

(1) Data and information are compiled by Education and educational services for educational development in the area.

(2) The data and information referred to in paragraph (1) based on the Education Management Information System (Simpendik) Regency.

(3) The County Simpendic as set forth in paragraph (2) is open and easily accessible to the relevant parties.

(4) The Regency States are governed under the Rules of the Regent.

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BAB XXIII RESEARCH AND DEVELOPMENT EDUCATION

Article 117

(1) The Local Government is gradually allocating the budget for research and education development at least 1.5% (one comma five percent) of the educational field budget allocation.

(2) In conducting research and development activities can work closely with colleges, private institutions, NGOs and research institutions.

BAB XXIV SANCTION

Part Administration Sanction

Paragraph 1 Sanctions Unit Of Education

Section 118

(1) Education Units that violate the provisions of Article 19 paragraph (2) are subject to administrative sanction of a written reprimand from the Regent or the designated Acting Officer.

(2) The written definition is done 3 (three) times with A 4 (4) month time for each reprimand.

(3) The written notice as referred to as paragraph (2) is not implemented then the Regent or the designated Officer may revoke the operational permit.

Article 119

(1) Organizer Education Unit in violation of Article 81 is subject to administrative sanction of a written reprimand from a Regent or a designated Officer or a designated Board of authority.

(2) The written word is done 3 (three) times with a time lapse of 7 (seven) days for each reprimand.

(3) The position is written as verse (2) not As a result, the event will be placed on the same level as the result of the date of the date of the date of the

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paragraph 2 of the Parental Sanction

Article 120

(1) The parent or guardian of the student who does not perform primary education for her child is subject to an administrative sanction of a reprimand written from a Regent or a designated Acting Officer.

(2) The written word is done 3 (three) with a time lapse of 7 (seven) days for each reprimand.

(3) The specified written paragraph (2) is not implemented then the Regent or The designated officer may sanction in accordance with the applicable regulations.

Article 121

(1) Teachers who do not carry out duties and obligations as referred to in Section 28 and Section 33 are subject to sanction in accordance with the provisions of the applicable laws;

(2) Sanctions as contemplated on verse (1) includes: a. oral and/or written reprimand; b. revoked the benefit of the profession; c. discharged with respect or disrespect.

(3) The Pit Stop with respect to the teacher, on the basis: a. Request yourself; b. Died in the world; c. reached the age limit of retirement; d. was appointed in another post.

(4) The Pit Stop is not respectful of the teacher, on the basis: a. punishment of office; b. Due to a prison criminal based on a court decision that

has a fixed legal force; c. be a member, administrator, and sympathizer of the political party.

Paragraph 4 Sanctions and Stop Principal/Madrasah

Section 122

(1) Principal does not carry out the task as referred to in Section 43 of the sanction in accordance with the provisions of the applicable laws.

(2) The principal /madrassa may be dismissed from assignment due to: a. Request yourself; b. assignment term expires; c. has reached the retirement age limit of the teacher functional office;

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d. was appointed to another post; e. subjected to moderate and/or severe disciplinary punishment; f. Judged to be less in performing the task; g. A fixed obstacle; h. task of learning at least 6 (6) months;

and/or i. The death of the world.

(3) The principal Pit Stop/madrasah as referred to in verse (1) is designated the local government or the school organizer/madrasah in accordance with its authority.

Paragraph 5 Sanctions and Pit Stop

School Supervisor/Madrasah

Section 123

(1) The school supervisor/madrassa who does not carry out the duties as referred to in Section 50 are subject to the sanction in accordance with the provisions of the applicable laws;

(2) School supervising /madrasas can be dismissed from assignment due to: a. Request yourself; b. assignment term expires; c. has reached the retirement age limit of the teacher functional office; d. was appointed to another post; e. subjected to moderate and/or severe disciplinary punishment; f. Underrated performance by body

supervisor and mut control of the education of Jambi province; g. A fixed obstacle; h. task of learning at least for 6 (6)

months; and/or i. The death of the world.

(3) The supervising of the school supervisor/madrasah as referred to in paragraph (1) is required to be coordinated and received a recommendation from the Supervising Board and Control of the Provincial Education and set by the Decision of the Regent or Head of the Ministry of Religious Affairs or the school organizer/madrasah in accordance with its authority.

Second Section of the Criminal Sanction

Article 124

The violation of the education unit that abuses the function of the unit of education, falsifying documents, publishing certificates for the unentitled The second most criminal confinement is three.

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(three) months and/or the most fines of Rp. 50,000.000.00 (fifty million rupiah).

CHAPTER XXV TRANSITIONAL PROVISIONS

Section 125

(1) By Doing the Regional Regulation on the Governing System in the Muaro Jambi Regency, then all the Regional Regulations are contrary to the This area's regulation is declared not to apply.

(2) Things that are technically operational technical are not set up in Regulation.

CHAPTER XXVI CLOSING PROVISIONS

Article 126

The rules of this section begin to apply at the date of the invitation.

For each person know it, ordered the invitational of this Area Regulation with its placement in the section of the Area.

Set in the Sengeti on March 26, 2013

BUPATI MUARO JAMBI,

Dto

H. BURHANUDDIN PROFICIENT

promullated in the Sengeti on March 26, 2013

DISTRICT SECRETARY OF MUARO JAMBI,

Dto

H. DRAW JAYA

LEAF OF THE COUNTY OF MUARO JAMBI ' S 2013 NUMBER 04

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EXPLANATION OF

REGULATION OF THE MUARO JAMBI COUNTY AREA 04 IN 2013