Key Benefits:
SALOF
REGULATION OF SURABAYA CITY AREA NUMBER 16, 2012
ABOUT
HOSTING EDUCATION
WITH THE GRACE OF GOD ALMIGHTY
MAYOR SURABAYA, Draw: a. education must be able to answer a variety of challenges according to
with demands and changes of local, national and international life, therefore education must be organized in a planned, directionally, and continuous process for embody and expansion of access, quality improvement, relevance and competability as well as the strengthening of public governance, accountability and public imaging in organizing and managing education as one educational system;
b. that the host of education is directed to realize
the public learning and hosting education is the responsibility of the government, the local government, the parents and the community;
c. that in execution Regional autonomy, education is the mandatory business that is the authority and responsibility of the Government of the Regions, so that the local government governs the hosting of education to provide legal certainty in the event and/or existing education management in the area;
d. that based on consideration as indicated in
the letter a, the letter b and the letter c, need to establish the Regional Regulation on the Law of Education.
Given: 1. Article 18 of the paragraph (6) of the Constitution of the Republic of the Republic
Indonesia of 1945.
2. Law No. 16 of 1950 on the Establishment of the Greater City Area in the Environment of East Java/Central Java/West Java and the Special Region of Yogyakarta as amended by Law No. 2 of 1965 (State Sheet of the Year) 1965 Number 19 Additional State Sheet Number 2730);
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3. Law No. 8 of 1974 on the PoyPokok Keemployers (State Sheet of 1974 Number 55 Additional Gazette number 3041) as amended by Law No. 43 of 1999 (State Sheet 1999 Number 169 Additional State Sheet Number 3890);
4. Law Number 16 of 2001 on the Foundation (State Sheet of 2001 Number 112 Additional Gazette State Number 4132) as amended by Invite-Invite Number 28 Year 2004 (State Gazette 2001 Number 115 Additional Sheet Country) Number 4430);
5. Law Number 23 Year 2002 on Child Protection (State Sheet 2002 Number 109 Additional State Sheet Number 4235);
6. Law Number 20 Year 2003 on National Education System (State Sheet 2003 Number 78 Additional Gazette State Number 4301);
7. Act No. 1 Year 2004 on State Treasury (State Sheet 2004 Number 5 Additional State Sheet Number 4355)
8. Law No. 32 Year 2004 on Local Government (State Sheet 2004 Number 125 Additional State Sheet 4437) as amended twice by Act No. 12 of 2008 (State Gazette 2008 Number 59) Additional State Sheet Number 4844);
9. Law No. 14 Year 2005 on Teachers and Lecturers (State Gazette 2005 Number 157 Additional State Sheet Number 45);
10. Act No. 12 of 2011 on the Establishment of the Laws (State Gazette 2011 number 82 additional state sheet number 5234);
11. Government Regulation Number 9 of 2003 on the Authority of Appointment, Transference and Dismissal Of Civil Servants (state Gazette 2005 Number 15 Additional Gazette State Number 4263) as amended by Government Regulation No. 63 Years 2009 (State Sheet 2009 Number 154 Additional State Sheet Number 4014);
12. Government Regulation Number 19 Of 2005 On National Standards Of Education (State Sheet 2005 Number 41 Additional State Sheet Number 4496);
13. Government Regulation Number 58 Of 2005 On Local Financial Management (State Gazette 2005 Number 140 Additional State Sheet Number 4578);
14. Government Regulation No. 79 of 2005 on the Coaching And Supervision Guidelines of the Government of the Regions (State Gazette 2005 Number 165 Additional Gazette State Number 4593);
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15. Government Regulation No. 38 of 2007 on the Division of Government Affairs between the Government, Provincial Regional Government and District/City Government (State Gazette of 2007 Number 82 additional state sheet number 4737);
16. Government Regulation No. 47 of 2008 on Compulsory Study (State Sheet 2008 Number 90 Additional State Sheet Number 4863);
17. Government Regulation Number 48 In 2008 on Educational Financing (State Sheet 2008 Number 91 Additional Gazette State Number 4864);
18. Government Regulation No. 74 of 2008 on Teachers (State Sheet 2008 Number 194 additional leaf country number 4941);
19. Government Regulation No. 17 of 2010 on Management and Hosting Education as amended by Government Regulation No. 66 of 2010;
20. Government Regulation No. 53 of 2010 on Civil Servlet Discipline (State Gazette 2010 Number 74 Additional State Sheet Number 5135);
21. National Education Minister Regulation No. 29 of 2005 on the Technical Guidance of Accreditation;
22. Ministry of the Interior Minister Number 13 of 2006 on the Regional Financial Management Guidelines as amended both times with the Regulation of the Minister of the Interior No. 21 Year 2011;
23. National Education Minister Regulation No. 22 of 2006 on the Standards of Contents For Basic and Medium Education Units;
24. National Education Minister Regulation No. 23 Year 2006 on Standards of Graduate Competence For Basic and Medium Education Units;
25. National Education Minister's Law Number 24 of 2006 on the Implementation of the Regulation of National Education Minister Number 22 Year 2006 on the Standard of Content for the Basic and Middle Education Unit and the Regulation of the Minister of Education National Education No. 23 2006 on the Standards of Graduate Competency for Basic and Medium Education Units;
26. National Education Minister's Law Number 12 Year 2007 on the School Supervising Standards/Madrasah;
27. National Education Minister Regulation No. 13 of 2007 on Principal Standard/Madrasah;
28. National Education Minister Regulation No. 14 of 2007 on the Standards of Contents of Package Programs, Package B and Pack Program C Program;
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29. National Education Minister Regulation Number 16 Year 2007 on Academic Qualification Standards and Teacher Competence;
30. National Education Minister Regulation No. 22 of 2007 on the Redemption of the Eligible Subjects Textbook for Use in the Learning Process;
31. National Education Minister Regulation No. 24 Year 2007 on Standards of Sarana and Prasarana;
32. National Education Minister Regulation No. 41 of 2007 on the Process Standards for Basic and Medium Education Units;
33. National Education Minister Regulation No. 3 of 2008 on the Standards of Education Process Equality Program Package A, Package B Program and Package C Program;
34. National Education Minister ' s Law Number 10 Year 2009 on Process Standards For Basic and Medium Education Units;
35. National Education Minister's Law Number 10 Year 2009 on Certification For Teacher in Office;
36. National Education Minister's Law Number 79 of 2009 on the Education of Inclusion;
37. National Minister of Education Regulation No. 15 of 2010 on the Standards of Minimal Service of Basic Education in County/Kota;
38. National Education Minister Regulation No. 28 of 2010 on the Assignment Teachers as Headmaster/Madrasah;
39. Regulation of the Home Minister Number 53 of 2011 on the Establishment of the Regional Law Product (2011 State News Number 694);
With the Joint Agreement
REPRESENTATIVES COUNCIL OF THE CITY AREA OF SURABAYA
AND MAYOR OF SURABAYA,
DECIDED:
SETTING OUT: THE REGIONAL REGULATIONS ON HOLDING
EDUCATION.
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CHAPTER I OF THE GENERAL PROVISIONS
Article 1
In this Region Regulation, it is referred to:
1. The government is the Government of Surabaya.
2. Area is the City of Surabaya.
3. The mayor is the Mayor of Surabaya.
4. The Local Government is the Mayor and the Regional Device as
the Organizing element of the Local Government.
5. The Regional People's Representative Council (DPRD) is the city's city council (DPRD).
6. Service is the Regional Device that handles and is responsible for
the responsibility of the government's affairs in the field of education.
7. Education is a conscious and planned endeavor to realize the learning atmosphere and learning process for learning to actively develop their potential for the spiritual power of religion, self-control, personality, intelligence, and self-control. His majesty, as well as his necessary skills, society, nation and country, are organized in the City of Surabaya.
8. The educational path is the vehicle that the learers pass through to
develop a self-potential in an educational process that is appropriate for educational purposes.
9. Educational level is the educational stage set
based on the level of development of the learnant, the goal to be achieved, and the capabilities developed.
10. The type of education is a group based on the
special educational purpose of an education unit.
11. An educational unit is a group of educational services that organizes education on formal, nonformal and informal lines on every single-level and educational type.
12. Early childhood education is a coaching effort that
is aimed at children from birth to six years of age through educational stimuli to help with the growth and development of physical and spiritual life. for the child to have a readiness to enter further education.
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13. Primary education is the educational level of the formal education of secondary education, which is held in the Primary School of Education and the Ibtidaid Madrasah or other forms of education and the same as the " A single continuation of education on education units in the form of the First Middle School and the Tsanawiyah Madrasah, or other forms are equal.
14. Secondary education is the educational level of the formal education line which is the advanced education base, the form of Higher Secondary School, the Madrasah Aliyah, the Vocational High School, and the Vocational Aliyah Madrasah or other forms of education. Equal.
15. Formal education is a structured educational path and
a level consisting of primary education and secondary education.
16. A nonformal education is a formal, structured, structured and structured educational educational path that can be implemented in a structured and unstructured form.
17. Informal education is the family and environmental education course.
18. International degree education is an education that
organized after meeting the National Standards of Education and enriched with advanced state education standards.
19. Special education is an education for educated participants who
has a difficulty in following learning due to physical, emotional, mental, social, and/or potential intelligence and special talent potential.
20. Special service education is an education for educated participants
who experienced natural disasters, social disasters and/or not capable of economic terms.
21. Religious education is an education that prepares
learners to be able to master, understand, and observe religious teachings and/or become a religious science expert.
22. Local excellence-based education is an education that
organized after meeting the national standards of education and enriched with competitive and/or comparative advantages with curriculum referrers that support the effort. development of the potential, economic, social and cultural community of Surabaya.
23. The next Child Care Park (TPA) is one of the earliest forms of an early childhood education on a nonformal educational path that organizes social welfare programs, childcare programs, and educational programs. children from birth to age 6 (six) years.
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24. The playing group, which subsequently abbreviated KB is one of the forms of an early child education unit on a nonformal educational path that organizes educational programs and welfare programs for children aged 2 (two) years up to 4. (four) years.
25. Kindergarten, also abbreviated as kindergarten is one
form an early-age child education unit on a formal educational path that organizes educational programs for children ages 4 (four) years up to 6 (six) years.
26. Raudhatul Athfal, also known as RA, is one of the forms of an early childhood education unit on the formal educational path that organizes educational programs with the Islamic state of religion for children aged 4 (four) years up to 6. (six) years.
27. Elementary school, later abbreviated as SD, is one of the forms of formal educational units that organizes general education in elementary education.
28. The Ibtidaid madrassa, which was later abbreviated to MI, was incorrect
one form of formal education unit within the Ministry of Religious Affairs which organizes general education with the Islamic religious peculiarities of the primary education.
29. Junior High School, which later shortened to SMP is
one of the forms of formal education units that organizes general education in primary education as a continuation of SD, MI, or any other form of equal or equivalent form. advanced from the recognized study results of the same or equivalent SD or MI.
30. The Tsanawiyah madrassa, later abbreviated as MTs, is incorrect
one form of formal education unit in the Ministry of Religious Affairs which organizes general education with the Islamic religious peculiarities of the elementary education as a continuation of the Islamic State. from SD, MI, or other forms that are either an equal or advanced form of recognized learning results of the same or equivalent SD or MI.
31. High school, later shortened to high school, is
one of the forms of the formal education unit that organizes general education in secondary education as advanced from junior high school, MTs, or other forms of equal or equal form. advanced from the recognized study of the same or equivalent middle school or MTs.
32. The madrasah Aliyah, later abbreviated as MA, is one
form of a formal education unit within the Ministry of Religious Affairs which organizes general education with the Islamic religious peculiarities of secondary education as a continuation of the Islamic State. SMP, MTs, or other forms of equal or advanced form of recognized learning results of the same or equivalent middle school or MTs
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33. Vocational high school, also abbreviated SMK is a form of formal education unit that organizes vocational education in secondary education as a continuation of junior high school, MTs, or other forms of equal or equal. continued from a recognized study of the same or equivalent junior high school or MTs.
34. The Vocational Aliyah Madrasah, which is later abbreviated as MAK is
one of the forms of the formal education unit in the Council of Religious Ministers which organizes vocational education with the Islamic religious peculiarities of the secondary education as a continued from junior high school, MTs, or other forms of equal or advanced form of recognized learning results of the same or equivalent junior high school or MTs.
35. Extraordinary School, later abbreviated as SLB is an education
formal that organizes special education, is segregative and consists of the Extraordinary Children's Park (TKLB), Outstanding Elementary School (SDLB), First Middle School. Outstanding (SMPLB), Extraordinary High School (SMALB).
36. The center of community learning activities, which is further abbreviated to PKBM
is a non-formal educational unit that organizes a variety of learning activities according to the needs of the community on the basis of the initiative of, by and for the public.
37. The curriculum is a set of plans and arrangements regarding
the goals, contents, and subjects as well as the ways used as the guiding guidelines for learning activities to achieve a specific educational purpose.
38. Learning is the process of interaction of learers with the
education and/or learning sources in a learning environment.
39. Accreditation is a program's eligibility assessment activity in an educational unit based on a defined criteria or standard.
40. The Education Information System is an information service that
presents educational data including educational institutions, curriculum, learners, educationist and educationist, means and infrastructure, financing, and government policy, the local government as well as the role as well as the public that are accessible to the various parties that require.
41. Competence is a set of knowledge, skills and
behaviors that must be owned, biodiversity and mastered by teachers in carrying out professioning duties.
42. The standard of education is the minimal criterion of various aspects
relevant in the exercise of education, which is in effect and that must be met by the organizers and/or the education unit in the area.
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43. The organizers of the education are the Government, the Local Government, or the society that organizes education.
44. Education is an exercise activity
the educational system component of a unit or educational program on track, body and type of education in order for the educational process to take place in accordance with the goal of national education.
45. Education Manager is Government, Local Government, Law Board organizer of the education unit on formal education line, Law Board of the organizing unit of education on nonformal educational lines, educational unit on the educational path formal, and the unit of education on nonformal educational pathways.
46. Education management is the setting of authority in
hosting the national education system by the Government, provincial government, county/city government, education organizer established society and unit of education That the educational process can take place in accordance with the national educational purpose.
47. Educators are the educational workforce qualified as
teachers, counselors, pamong learnors, tutors, instructors, facilitators and other designations that conform to its specialty as well as participate in organizing an education, which Tasked with planning and executing the learning process, assessing the results of learning, performing the guidance and training.
48. An educational energy is a member of the society that
devoted and raised to support the education.
49. Learners are members of the public who strive
develop self-potential through the learning processes available on the path, the body, and the type of education.
50. Civil servants, later abbreviated as civil servants, are
permanent employees who are appointed as civil servants by the Government or the Local Government under the Invitation-Invitation Ordinance.
51. Non-PNS non-civil servants are further abbreviated to Non-PNS are
employees are not fixed who are appointed by the education unit or the legal governing body of the education or Government or the Government of the Regions based on the Work Agreement.
52. Compulsory education is a minimum education program to be followed
by citizens on the responsibility of the Government and Local Government.
53. The Board of Education is an independent agency that consists of a
wide variety of educational care societies.
54. The School Committee is an independent institution consisting of parents/guardians of students, the school community, as well as public persons who care about education.
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55. Headmaster is a teacher who is given additional tasks to lead the kindergarten/raudhotul athfal (TK/RA), exceptional kindergarten (TKLB), the primary school/madrasah ibtidaiyah (SD/MI), exceptional elementary school (SDLB), secondary school First tsanawiyah (SMP/MTs), exceptional first secondary school (SMPLB), upper secondary school/madrasah aliyah (SMA/MA), vocational secondary school/vocational school/madrasah aliyah vocational (SMK/MAK), or exceptional high school (SMALB) which is not an international high school school (SBI) or not developed into a school International level (SBI).
56. Citizens of the Community are residents of the City of Surabaya, residents outside the City of Surabaya, and foreign nationals living in the City of Surabaya.
57. Society is a group of non-governmental Indonesian citizens
a government that has the attention and role in the field of education.
58. A culture of reading is the custom of citizens who
use a portion of the day-to-day time appropriate to read books or other readings that are beneficial to life.
59. Learning culture is the custom of citizens who
use part of the day-to-day time to learn to improve knowledge.
60. Learning culture outside the school hours is the custom of learning citizens
using a portion of its daily time on the effective day of school to study outside of school hours.
CHAPTER II FUNCTION AND DESTINATION
Article 2
Education serves to develop the capability and form of the character and the nation's dignified civilization in order to reflect the life of the nation, aiming to develop a potential protege for to be a member of the society. To those who believe and fear Allah, the One God, and the Lord of the Lord, and the Lord of the Lord,- Science, competent, creative, independent, and becoming a democratic and responsible citizen
CHAPTER III OF THE PRINCIPLES OF EDUCATION
Article 3
(1) Education is professionally organized, transparent and
accountable as well as being responsible with the Government, Local Government, Society and Participant Didik.
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(2) Education is organized as one system of systematics with open and multipurpose systems.
(3) Education is organized as one process of sustainability and empowerment. and takes place throughout the hayat.
(4) Education is fair, democratic and not
discriminatory by upholding human rights, religious values, local cultural values and equities.
(5) Education hosted in a fun atmosphere,
challenging, lecturing and
(6) Education is organized by developing a culture
reading and learning for all citizens.
(7) Education is organized by empowering the entire component local government and community and provide community opportunities for the role and in the holding and improvement of education quality.
CHAPTER IV RIGHTS AND LIABILITIES
Part Atu
Citizens Society
Article 4
(1) Each citizen is entitled obtaining a quality education.
(2) Citizens are entitled to a community-based education.
(3) Citizens who have physical, mental, emotional, emotional,
and social barriers are entitled to obtaining a special education.
(4) Citizens who have potential intelligence and/or talent
privileged are entitled to a special education.
(5) Citizens who experienced natural disasters and/or social disasters are entitled to obtaining a special services education.
(6) The citizens are cast as well as in control, utilization,
development of science and technology, art and culture to improve the personal welfare, family, nation and human beings.
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Article 5
(1) Citizens who are 7 (seven) to 18 (eighteen) years are required to attend primary and secondary education until the end.
(2) The citizens are providing resource support education for the survival of education.
(3) Citizens are obliged to create and support
lactate the culture of reading and culture studying in its environment.
The Second Part of the Parents
Section 6
Parents are entitled to participate in choosing units. education and obtaining information on the development of child education.
Article 7
(1) The parents are obliged to give their child an extensive opportunity to obtain an education.
(2) The parents It is obliged to give his son a chance to think and expression in accordance with his intellectual level and age.
(3) The parents are obliged to educate his child in the ability
and his interest.
(4) The parents A liability for the survival of his child's education, except for the sake for parents who are not able to be exempt from such obligations and are the responsibility of the Government and Local Government.
The Third Section of the Community
Article 8
(1) The public is entitled to play as well as in planning, execution,
supervision, and evaluation of education programs.
(2) The role and as referred to in paragraph (1) are performed in accordance with the provisions of the laws.
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Article 9
The people are obligated to provide resource support in the staging of education.
Fourth Quarter Didik
Article 10
(1) Each Educated participants were entitled to a religious education appropriate
with a religion that was once and taught by a religious educator.
(2) Each educated participant who has an excess intelligence is entitled to an acceleration program opportunity.
(3) Each educated participant is entitled to an educational service and
Learning in the framework of personal development in accordance with talent, interest, intelligence, and ability.
(4) Accomplished Educated Participant and/or whose parents are not
able to finance education entitled to a student's duties
(5) Each student is entitled to a review of its study.
(6) Every learer is entitled to seek, receive, and provide
information in accordance with the values of decency and propriety.
(7) Each Students are entitled to a transfer to the educational program on the course and other equivalent education units.
(8) Each educated participant is entitled to complete the educational program
according to their respective learning speed and not deviant from the specified time limit set.
Article 11
(1) Each student is obligated to maintain educational norms to guarantee the continuity of the process and the success of education.
(2) Each participant Protege is obligated to maintain the means and amenities
as well as cleanliness, order, And the security of the education unit is concerned.
(3) Each student is obligated to comply with all provisions
laws.
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Fifth Quarter Educator and Education
Paragraph 1 Educator
Article 12
Educators are made up of teachers, counselors, tutors, pamong learers, instructors, facilitators or other designations in accordance with its specialty as well as participate in the hosting of education.
Article 13
(1) Teacher as referred to in Article 12, in carrying out the duties of the right: a. obtaining income above the minimum life requirement and
social welfare guarantee; b. obtain promotion and award in accordance with the tasks
and work achievement; c. obtaining protection in performing duties and rights
over intellectual property; d. Get a chance to improve your competence; e. acquiring and utilizing the means and infrastructure
learning to improve its task force; f. have the freedom to provide judgment and to participate
determining graduation, award, and/or sanctions to the leared participants in accordance with the education rules, the teacher's code of conduct, and the provisions of the laws of law;
g. obtaining a sense of safety and assurance of safety in
carrying out tasks; h. have the freedom to union in the organization of the profession
as long as it does not interfere with its duties and obligations; i. have the opportunity to play a role in the policy determination
education; j. obtain an opportunity to develop and
improve academic qualification and competence; k. obtaining the training and development of the inner profession
the field.
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(2) In carrying out a teacher's duty of obligation: a. planning learning, carrying out learning processes
including quality learning and assessing and evaluating learning outcomes;
b. provide knowledge and support of the institution and
profession; c. enhance and develop academic qualifications and
competency is continuously in line with the development of science, technology, and the arts;
d. Motivating students to carry out learning time outside of the clock
school; e. provide firmness and create a culture of reading and
culture of learning; f. act objectively and not discriminatory on the basis of consideration
gender, religion, ethnicity, race, and certain physical or family background, and the social status of the participant's economy in learning;
g. uphold the laws, the teacher ' s code of conduct
as well as religious values, and ethics; h. maintaining and fogging unity and unity; i. carry out and work on the profession duties during the effective day
school and carry out other tasks according to the school situation and conditions;
j. exercise a minimum teaching load of 24 (twenty-four) Hours
per week.
Section 14
(1) Counselors, tutors, pamong lears, instructors, facilitators or other desigcountries in accordance with their Speciation as contemplated in Section 12 in performing the task is entitled to: a. obtaining income as per the minimum life requirement and
the social welfare guarantee based on the status of the staffing and the burden of the task as well as the work achievement;
b. obtaining an award in accordance with duties and work achievement;
c. obtained coaching, education and training as
Nonformal education educators from government, local government and nonformal educational institutions;
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d. obtaining legal protection in carrying out tasks; e. have the freedom to union in the profession organization
as long as it does not interfere with its duties and obligations.
(2) In carrying out the duties of counselors, tutors, pamong learers, instructors, facilitators, or other desigcountries that correspond to His special obligation is obliged: a. Build a learning plan; b. conduct learning activities by using
curriculum, learning means, learning media, teaching materials, and appropriate learning methods;
c. Evaluate the study of the learn; d. analyze the results of the evaluation of the learn; e. exercised function as a facilitator in activities
nonformal education; f. developing a learning model on education
nonformal; g. Reporting progress.
Paragraph 2
Education
Article 15
(1) The education includes the management of the unit of educators, inspectors, supervisors, researchers, developers, librarians, laboratories, and technical source learning.
(2) The education workforce is entitled to:
a. Earning and guaranteed social welfare benefits and
adequate; b. award in accordance with the duties and achievement of work; c. career coaching in accordance with the demands of quality development; d. legal protection in carrying out the duties and rights of
intellectual property results. e. opportunity to use the means, infrastructure, and facilities
education to improve the agility of the execution of tasks.
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(3) The educational workforce is obliged to: a. create a meaningful educational atmosphere,
fun, creative, dynamic, dialogic, innovative, and dignified;
b. has a professional commitment to improve the quality of education;
c. give an example and keep the name of the institution, the profession, and
the position in accordance with the trust given to it;
d. give firmness and create a culture of reading and
culture of learning; e. Obey the provisions of the laws.
Part Sixth
Local Government
Article 16
The Local Government is mandatory:
a. set, organize, direct, guide, and oversee the hosting of education;
b. set minimum service standards for early childhood education, primary education, and secondary education;
c. provide services and ease, as well as guarantee education
quality for citizens without discrimination; d. provide funds to complete the mandatory study of 12 (twelve)
years; e. provides funds for personal expenses for educated participants of
the family cannot afford and the child is displaced; f. A student's service to the achievement or intelligence that is owned
learners; g. provide a wide-breadth opportunity to citizens
to obtain education; h. facilitate an education unit with educators and the workforce
professional education, in accordance with the development of science and technology for the organizing of a quality education;
i. facilitate the availability of a center-center of the reading for masyarkat; j. encourage the implementation of cultural reading and learning culture;
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k. fostering and developing educators and educationist on the government ' s organized education unit, local government, and society;
l. Continuously grow the educational resources for a quality education; m. facilitate the means and infrastructure development
knowledge and technology to support a quality education;
n. provide support to the college in order
cooperation of science and technology development; o. Grow motivations, provide stimulation and facilities,
and create a climate that is conducive to the development of knowledge and technology in the interplay of education;
p. encourages the industry world/world world to participate
active in alignment and improving education quality.
CHAPTERS V TRACK, TYPE, AND EDUCATION
Part Kesatu
General
Article 17
(1) The educational path consists of a formal, nonformal and informal education that can complement each other and enrich.
(2) The formal education general is composed of primary education and secondary education.
(3) The type of education includes a general education, vocational, academic,
profession, vocation, religious and special.
Article 18
The path, the body, and the type of education as referred to in Article 17 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. nonformal education;
e. informal education;
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f. international degree of education and region-based excellence;
g. special education and special services;
h. religious education;
i. public education.
Second Part
Dini Age Child Education
Paragraph 1 Function and Purpose
Article 19
(1) Early-life education is working fostering, growing, and
develops the entire potential of an early age child optimally, resulting in basic behaviors and abilities in accordance with its development stage in order to have a readiness to enter further education.
(2) Education of the early age child aims:
a. Build a foundation for the growing potential of protégants, and put their trust in God Almighty, noble, healthy, scientific, conversant, critical, innovative, self-confident, self-confident, and becoming a citizen of the community. democratic and responsible;
b. Developing a potential spiritual, intellectual, emotional and social educated participant in the golden age of its growth in a reductive and soothing play environment.
Paragraph 2 Path, Form, and Type of Education
Section 20
(1) Early-child education may be held before the level
primary education.
(2) Early-child education can be held via formal, nonformal, and informal paths.
(3) The form of an early-age child education unit on the formal education path
is kindergarten,
(4) The form of an early-age child education unit on nonformal educational pathways includes KB, TPA or any other form of equal.
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(5) The form of early child education on an informal educational path is the form of a family education or education hosted by the environment.
(6) The type of child education early age as referred to in paragraph (2)
can be a general education.
Article 21
The education in kindergarten, RA, or any other form is equivalent to a learning program 1 (one) year or 2 (two) years.
Paragraph 3 Participants Didik
Article 22
(1) TPA protéges or other forms of rank aged from birth
until the age of 6 (six) years.
(2) KB students or other forms are equal to 2 (two) years up to 4 (four) years.
(3) Participants TK protege, RA or any other equivalent form aged between 4
(four) years up to 6 (six) years.
Article 23
Grouping of learers for educational programs on TPA, KB or other forms of equals are tailored to the needs, age and/or child development.
Section 24
Participants Early childhood education education on formal or non-formal educational pathways can move to other degrees or educational units equal.
Paragraph 4 of the following
Section 25
Further provisions are on procedure and layout of the hosting and management of an early-age child education as referred to in Article 19, Section 20, Article 21, Section 22, Article 23 and Section 24 are governed by the Mayor Regulation.
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Third Quarter Basic Education
Paragraph 1
Functions and objectives
Section 26
(1) Education on SD/MI or any other form of equivalent function: a. embed and exude the values of faith, noble akhlak,
and sublime personality;
b. embed and amuse the values of the nationality and the love of the motherland;
c. provide the basics of intellectual ability in the form
ability and proficiency to read, write, and calculate;
d. provide the introduction of science and technology;
e. train and stimulate the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
f. growing interest in sports, health, and fitness
jasmani; and
g. developing physical and mental readiness to continue education to SMP/MTs or other forms of equal.
(2) Education on SMP/MTs or other forms of equals function:
a. developing, rewarding, and exuding the values
faith, noble, and sublime personality that has been introduced;
b. developing, rewarding, and observing the national values and the love of groundwater he has introduced;
c. studied the basics of science and technology;
d. train and develop sensitivity and ability
appreciate appreciation and express beauty, subtlety, and harmony;
e. developing talent and skills in the field of sports, both
for health and physical fitness and achievement; and
f. developing physical and mental readiness to continue education to secondary education and/or to self-life in society.
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(3) Basic education aims to build a foundation for the growing potential of learnants in order to become human beings: a. And believe and fear Allah, the All-Knowing, the Wise, the Merciful.
b. Science, proficient, critical, creative, and innovative;
c. healthy, independent, and confident; and
d. tolerant, social sensitive, democratic, and responsible.
Paragraph 2 Path, Form, and Type of Education
Article 27
(1) Basic education is organized through the formal educational path.
(2) Education The basic education unit.
(3) The form of basic education units as referred to in verse (1), covering SD and MI or other forms of equal and junior high school and MTs or other forms of use. an equal.
(4) SD, MI, or any other form is equivalent to 6 (six)
class tier, i.e. grades 1 (one), class 2 (two), class 3 (three), class 4 (four), class 5 (five) and class 6 (six) except acceleration programs.
(5) SMP, MTs, or other forms are equal to 3 (three)
class grades, namely grades 7 (seven), grades 8 (eight), and grades 9 (nine).
(6) The type of primary education as referred to in paragraph (3), can
be public and special education.
Paragraph 3 Participants Didik
Article 28
(1) Learners on SD/MI or Equivalent forms can be at least six (six) years old.
(2) For learers who are less than 6 (six) years in question, can be accepted after obtaining a written recommendation from a psychologist. professional.
(3) In case there are no professional psychologists, recommendations can be
conducted by the board of teachers of the concerned educational unit, up to the extent of its display power.
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(4) educated participants in SMP/MTs or other equitable forms are SD/MI graduates or other forms of equal.
(5) Reception of class 1 (one) SD/MI learnates or other forms are equal not Based on the test results of reading, writing, and counting, or any other form of test.
(6) SD/MI or other forms of equal degrees are required to provide access to abnormality learers.
(7) The acceptance of the leared participant class 1 (one) SD/MI or other form of equal and acceptance of class 1 learners (one) SMP/MTS or other forms that are of an equal need to pay attention to access to families are not capable of providing the allocation of educated participants at least 5% (five percent) of the school's appearance power.
Paragraph 4 Staging
Article 29
Further provisions on the manner of the implementation of the Basic Education as referred to in Article 26, Section 27 and Section 28 are governed by the Mayor's Ordinance.
Fourth Quarter Of Secondary Education
Paragraf 1
Functions and Goals
Article 30
(1) General secondary education functions:
a. enhance, reward, and amuse the values of faith, noble, and sublime personality;
b. enhance, reward, and amuse the national values and the love of groundland;
c. study science and technology;
d. enhancing the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
e. Channeling talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. improving physical and mental readiness to continue education to higher education levels and/or to live self-reliever in society.
(2) vocational secondary education serves: a. enhance, reward, and amuse values
faith, noble, and sublime personality;
b. enhance, reward, and amuse the values of the nationality and the love of the motherland;
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c. discarers of learnates with the skills of science and technology as well as the vocational prowess of the professions according to the needs of the community;
d. enhancing the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;
e. Channeling talent and skills in the field of sports, both for health and physical fitness and achievement; and
f. improving physical and mental readiness for independent living in society and/or continuing education to higher education levels.
Article 31
The secondary education aims to form educated participants who are insanas:
a. And believe, and fear Allah, the One, the Most Merciful, and the Most Merciful.
Science, proficient, critical, creative, and innovative;
c. healthy, independent, and confident; and
d. tolerant, social sensitive, democratic, and responsible.
Paragraph 2 Path, Form, and Type of Education
Article 32
(1) Secondary education is organized through the educational path
formal.
(2) High School-shaped secondary education, MA, SMK and MAK, or other forms of equal.
(3) High schools and MA are grouped in the study program in accordance with
the need to learn more in Higher Education and live life. In society.
(4) High school and MA consist of 3 (three) grades, which are grades 10 (ten), grades 11 (eleven), and grades 12 (twelve).
(5) SMK and MAK may consist of 3 (three) class grades, which are class
10 (ten), grades 11 (eleven), and grades 12 (twelve), or consisting of 4 (four) grades: grades 10 (ten), grades 11 (eleven), grades 12 (two). (12), and the class 13 (thirteen) corresponds to the demands of the working world.
(6) The type of education as referred to in verse (1) can be
general education, vocational.
(7) Acceptance of class 1 learners (one) High school, MA, SMK, MAK, or other forms that are equivalent to access to families are not capable of providing educated admissions to at least 5% (5%) of the school's display power.
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Article 33
(1) The major in SMK, MAK, or any other form is an equal in the form of the field of expertise.
(2) Each field of expertise studies consists of 1 (one) or more skill study programs.
(3) Each of the skills studies programs as referred to in paragraph (2)
may consist of 1 (one) or more competency competencies.
(4) The field of study of expertise as referred to in paragraph (1) consists of:
a. the field of technological and engineering expertise studies;
b. field of health expertise studies;
c. fields of study of arts, crafts, and tourism expertise;
d. field of information technology expertise and communication;
e. the field of agribusiness and agrotechnology expertise studies;
f. the field of business and management expertise studies; and
g. field of study of other skills required by society.
(5) The alignment and development of the spectrum of expertise programs
exercised the Local Government after obtaining input from the stakeholders.
Paragraph 3 Learners
Article 34
Educants in high school, MA, SMK, MAK, or other forms of equivalent need to complete their education at SMP, MTs, Package B, or any other form equal.
Article 35
(1) High school students, MA, SMK, MAK, or other forms of equal form can move The program of expertise on track and other educational units is equivalent to requirements.
(2) The learners who study in other countries in Secondary Education are eligible to move to high school, MA, SMK, MAK or any other form of equal.
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paragraph 4 hosting
Article 36
Further provisions on the manner of the implementation of Secondary Education as referred to in Section 30, Section 31, Section 32, Article 33, Section 34 and Article 35 is governed under the Mayor's Rules.
Fifth Section Nonformal Education
Paragraph 1 Function and Purpose
Article 37
(1) Nonformal education serves as a replacement, enhancer, and/or formal education supplement for the citizens of the require educational services to develop its potential with an emphasis on mastery of knowledge and functional skills, as well as the development of professional attitudes and personality in order to support education throughout life.
(2) Non-formal education aims to form human beings who have proficiency, functional skills, professional attitudes and personality, and develop an independent entity's soul, as well as a competency to work in a particular field, and/or continuing education to higher levels in order to realize National education objectives.
(3) Non-formal education is organized on the principles of, by, and for society.
Paragraph 2
The form and program of Education
Article 38 (1) Unit nonformal education shaped:
a. course institution;
b. training institution;
c. study group;
d. the center of community learning activities;
e. aslim assembly;
f. a similar unit of education.
(2) The institute of courses and training institutions as well as other forms of type organizes education for the citizens to: a. obtaining skills of life skills;
b. developing a professional attitude and personality;
c. prepare yourself for work;
d. improving vocational competence;
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e. prepare to be self-sufficient; and/or
f. continue education to a higher level.
(3) Other study groups and other forms can
organize an education for citizens to: a. acquiring basic knowledge and skills;
b. obtaining skills of life skills;
c. developing professional attitudes and personality;
d. prepare for self-seeking; and/or
e. continue education to a higher level.
(4) The center of community learning activities as well as other similar forms can
host an education for citizens to: a. acquiring knowledge and skills;
b. obtaining skills of life skills; c. develops professional attitudes and personalities;
d. prepare for self-seeking; and/or
e. continue education to a higher level.
Article 39
The nonformal education program includes:
a. life skills education;
b. Early childhood education;
c. education youth education and exercise;
d. female empowerment education;
e. Accetic education;
f. Skills education and job training;
g. equality education; and
h. Another education aimed at developing the skills of learnants.
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Article 40
(1) Education of life skills as referred to in Article
The 39 letter a is an education that provides personal prowess, social prowess, aesthetic prowess, proficiency. kinesthetic, intellectual prowess, and vocational prowess required to work, strive and/or self-live.
(2) Education of life prowess aims to enhance personal prowess, social prowess, aesthetic prowess, proficiency kinestetis, intellectual prowess and vocational prowess to prepare Educated participants in order to be able to work, attempt, and/or self-live in the center of society.
(3) Life proficiency education can be implemented
integrated with other nonformal education programs and/or alone.
Article 41 (1) Education of youth and sport as referred to
in Article 39 of the letter c is an education organized to prepare a cadre of the nation's leaders.
(2) the Education Program of the youth serve to develop a youth potential with an emphasis on: a. The reinforcement of the faith, the ridiculed, and the noble,
b. the strengthening of the national insights and the love of groundland;
c. the buildup of ethics, personality, and aesthetics;
d. increasing insights and capabilities in the field of science
knowledge, technology, art, and/or sport;
e. Buildup of entrepreneurial attitudes, leadership, exemplary, and pioneering; and
f. Vocational skills improvement.
(3) The youth education program provides educational services to citizens aged between 16 (sixteen) years up to 30 (thirty) years;
(4) Education of youth can be in the form of training and guidance or the like hosted by:
a. religious organization;
b. Youth organization;
c. organization of scouting/scouting;
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d. red bar organization;
e. the organization of nature lovers and the environment;
f. Entrepreneurial organization;
g. community organization;
h. arts and sports organizations; and
i. other similar organizations.
Article 42
(1) Women ' s empowerment education as referred to in Article 39 of the letter d is an education to lift the harkat and the dignity of women.
(2) Education Women's empowerment serves to
enhance equality and gender justice in the family, society, nation and country through: a. Increased faith, ridiculed, and noble (d);
b. the strengthening of the national insights and the love of groundland;
c. the buildup of ethics, personality, and aesthetics;
d. increasing insights and capabilities in the field of science
knowledge, technology, art, and/or sport;
e. Buildup of entrepreneurial attitudes, leadership, exemplary, and pioneering; and
f. improving vocational skills.
(3) Women ' s empowerment education includes: a. an increase in education access for women;
b. Prevention of basic rights violations
women; and
c. Awareness of women and women's dignity.
Article 43
(1) The education of the accetic as referred to in Article 39 of the letter e is education for the blind people of the Latin script so that they can read, write, count, speak Indonesian, and have knowledge base to improve the quality of life.
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(2) The education education serves to provide basic reading, writing, calculating, and communicating in Indonesian as well as basic knowledge to learnable learners in life. Everyday.
(3) Literacy Education is implemented integrated with
education of life prowess.
Article 44
(1) Education skills and employment training as referred to in Article 39 of the letter f is an education which is organized to improve the ability of learers with an emphasis on mastery of functional skills that fit the needs of the working world or its needs to be a productive person.
(2) Education skills and work training to improve and develop the skills of learnability with emphasis on mastery of knowledge and functional skills as well as the development of professional attitudes and personality according to the needs of the working world or its needs to be a productive human.
Article 45
(1) Education of equality as referred to in Article 39 of the letter g is a nonformal education program that organizes the equivalent of SD/MI, SMP/MTs, and SMA/MA programs that includes the Package A program, Package B, and Package C as well as education The SMK/MAK equivalent vocational is a Vocational C Package.
(2) Education Equality served as a non-formal
education service in elementary and secondary education. (3) Reeducation of the Package A program is a member of the society that
meets the mandatory study of SD/MI equivalent through a nonformal educational path.
(4) The Package B program educated is a member of the public that
meets Terms are required to learn the equivalent of SMP/MTs through a nonformal educational path.
(5) The Package B Program is as referred to in paragraph (4)
discarers of learnable participants with functional skills, attitudes and professional personalities facilitate the process of adaptation with the working environment.
(6) The requirements follow the Package program B is a graduate of SD/MI,
a Package A program, or an equal one. (7) The protégant of the Package C program is a member of the society that
attended secondary education through the educational path.
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(8) The vocational program of the Vocational C Package is a member of the public who studied vocational secondary education through a nonformal educational path.
(9) The Package C Program is as referred to in paragraph (7)
equivocation of students with academic skills and functional skills, as well as professional attitudes and personalities.
(10) The Vocational C Package Program as referred to in paragraph (8)
disseting the learer with the ability academic, functional skills, and the vocational prowess of paraprofesi, as well as attitudes and personalities professional.
(11) The requirement following the Package C and Vocational C Package
is the SMP/MTs, Package B, or equal.
(12) The equality education program can be implemented integrated with:
a. life proficiency education program;
b. Women's empowerment education program; and/or
c. program education programs.
paragraph 3 Attendees
Section 46
(1) Educency on educational institutions, course institutes, and
training institutes are citizens who need provisions to develop, work for a living and/or continue to education to a higher level.
(2) Educations on study groups and centers of learning activities people are citizens who want to learn to develop themselves, work, and/or proceed to a higher level of education.
(3) Educency education is the citizen
youth society.
(4) The educated participants on the acacal education are citizens of the age of 15 (five ) the year to the top who has not been able to read, write, count and/or communicate in Indonesian.
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paragraph 4 hosting
Article 47
Further provisions on the manner of the hosting of Nonformal Education as referred to in Section 37 to Section 46 are set up with Mayoral Rule.
Sixth Part Informal Education
Paragraph 1
Functions and Purpose
Article 48
(1) Informal education serves as an attempt to develop the potential of citizens the public to support education throughout life.
(2) The informal education aims to provide religious beliefs, instill cultural values, moral values, ethics and personality, aesthetics, as well as enhance the knowledge and skills of learers in order to achieve national education goals.
Paragraph 2 Forms and Program Education
Article 49
(1) Informal education is family and/or environment
in the form of independently learning activities.
(2) Informal education as it is referred to in paragraph (1), including: education conducted through mass media, public education through a variety of social and cultural activities, as well as interaction with nature.
Paragraph 3 Participants Didik
Article 50
Eduers on Informal education is every citizen.
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paragraph 4 The recognition of the Formal Education Results
Article 51
(1) The results of informal education can be appreciated equivalent to the results
nonformal and formal education after going through the test equality that meets the National Standards of Education by the institutions designated by the Government or local governments as per their respective powers, and in accordance with the provisions of the invite-invite rules.
(2) Further provisions Regarding the test, as referred to in verse (1) is governed by the Mayor's Rule.
Seventh Quarter Special Education
Paragraf 1
Function and Purpose
Article 52
(1) Special education is an education for learners who have difficulty in following process of learning due to physical, emotional, mental, social and/or educated participants who have potential intelligence and/or special talent.
(2) Special education for students who experience physical, emotional, mental and physical constraints.
(2) social aims to develop potential knowledge, skills, and (3) Special education for learers who have the potential
intelligence and/or special talents aim to develop an overquality of the quality of spiritual intelligence, The intellectual, emotional, social, and special talent he owns.
Paragraph 2 of the Line, Form and Type of Education
Article 53
(1) Special Education is organized through a formal educational path,
nonformal and informal.
(2) formal special education for educated participants who have physical, emotional, mental, social-shaped Exceptional School (SLB) and/or inclusive class constraints according to their respective types.
(3) Formal special education for learers who have potential
intelligence and/or special talent may be held in elementary, junior high school, high school, high school, or other forms as equals.
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(4) The form of a special education program for learers who have a potential intelligence and/or special talent as referred to in verse (3) can be performed in a special class form and/or unit. special education.
(5) The formal special education for learers who have potential
intelligence and/or special talent can be an acceleration program, enrichment program, or a combination of accelerated programs and enrichment programs.
(6) Nonformal special education-shaped course institute courses, study group, training institutes, as well as other educational units equal.
(7) informal special education in the form of family education and
the environment.
(8) Special education types as referred to by paragraph (1) may be general education, vocational, and special.
Paragraph 3 Attendees
Section 54
The educated participants in special education are citizens People who meet the requirements referred to in Section 52.
Paragraph 4 of its hosting
Section 55
Further provisions on the manner of the implementation of Special Education as referred to in Article 52, Article 53 and Article 54 is set up with the Mayor ' s Regulation.
Eighth Section
Religious Education
Paragraph 1 Function and Purpose
Article 56
(1) Religious education serves to prepare the learer
to be a citizen of understanding and amused the value of his religious teachings and/or became a religious science expert.
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(2) Religious education aims to form learnists who understand and observe their religious values and/or be an insightful, critical, creative, innovative, and dynamic religious expert in the order to reflect the lives of the faithful, the trust, and the noble.
Paragraph 2
The Path and Form of Education
Article 57
The path and form of religious education are referred to in the Section 56 is governed in accordance with the provisions of the rules of law-invitation.
Paragraph 3 Hosting and Management
Article 58
(1) The hosting and management of religious education must
be executed in accordance with the provisions of the invite-invite rules.
(2) The Local Government can provide educational resources to religious education in accordance with the provisions of the laws.
Article 59
Further provisions on the manner of the implementation of the Religious Education as referred to in Article 56, Article 57 and Section 58 are set up with the Mayor Regulation.
CHAPTER VI MANAGEMENT EDUCATION
Part Kesatu
General
Article 60
(1) The Education Management is performed by:
a. Government;
b. Local Government;
c. organizers of the education unit established society;
d. a unit or educational program.
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(2) The management of the education as referred to in paragraph (1) is intended to guarantee: a. Community access to adequate education services,
evenly, and affordability.
b. the quality and competability of education as well as its relevance to the needs and/or societal conditions; and
c. effectiveness, efficiency, and accountability of education management.
Section 61
(1) The management of education as referred to in Section 60 is based on the annual work and budget program that is compiled in accordance with the provisions of the IBM International Program. Laws.
(2) the annual work and budget program as referred to in paragraph (1) compiled by the Local Government is based on the Regional Intermediate Term Development Plan (RPJMD) and the Regional Long Term Development Plan (RPJPD).
(3) annual employment and budget programs as referred to in
paragraph (1) which is composed of the governing body of the education unit on the formal education course and/or the governing body of the educational unit on the educational path nonformal is based on the strategic plan each refers to RPJMD and RPJPD.
(4) The annual work and budget program as referred to in
paragraph (1) which is composed of educational units on formal education and educational units on nonformal educational pathways is based on each other's strategic plan. which refers to RPJMD and RPJPD.
Second part of Management by Local Government
Article 62
(1) The mayor is responsible for managing the education system in the region
and formulating and setting regional policy in the field of education in accordance with the authority.
(2) The area policy in the field of education as referred to in paragraph (1) is poured at least in:
a. Regional Mid-Term Development Plan (RPJMD);
b. The Regional Long-Term Development Plan (RPJPD);
c. the laws of the field of education.
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(3) The area policy in the field of education as referred to in paragraph (1) and paragraph (2) binds: a. all Regional Devices;
b. the governing body of the organizing unit of education; c. unit of education that has not yet been legal; d. formal, nonformal and informal education organizers; e. City Education Council; f. educators and the power of education; g. The tape committee or any other kind of name; h. A student; I. Parents/guardians are educated; j. public;
k. Other parties related to education.
Article 63
(1) The Local Government directs, guides, envision, monitors, monitors, monitors, evaluates, and controls the organizer of the unit, the path, The type, and the type of education in accordance with the national policy of the field of education and regional policy of education within the framework of the management of the national education system.
(2) The Regional Government is responsible:
a. hosted at least early child education, primary education, secondary education, nonformal education, special education;
b. facilitate the implementation of early child education, primary education, secondary education, nonformal education, informal education, special education;
c. coordinate the hosting of education, coaching, development of educators and education power, for formal, nonformal and informal education organized by Local Government and/or society;
d. complete the mandatory program of 12 (twelve) years;
e. Complete the process of writing the following:
f. encourage the acceleration of the national target achievements of education in the area;
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g. coordinate and supervise the development of the education curriculum;
h. Evaluate the organizers and maintainers of the basic education, secondary education, and nonformal educational pathways for educational quality and control.
Article 64 (1) The Local Government is doing coaching The quality of the unit quality
education and/or educational programs, with the guidelines on national policy of education, national standards of education and quality assurance guidelines published by the National Department of Education.
(2) Local Government assisting the Government in carrying out accreditation against the educational unit and/or educational program on the formal and nonformal educational path on each level and the type of education in accordance with the rules of the invite-invite rule.
(3) To assist in the implementation of the Accreditation as intended
on paragraph (2) The Mayor forms the City School Accreditation Unit for formal education and nonformal education.
Article 65 (1) The Local Government develops and performs system
regional education information online and compatible with a national education information system developed by the Ministry of National Education.
(2) The area education information system as referred to in paragraph (1) includes data and educational information on all lines, type, type, unit, education program.
(3) The local government is pushing the education unit to
develop and execute the Education Information System in accordance with authority.
(4) the education information system region as referred to in paragraph (1) is designed to help take decision, the education policy that the Local Government does and can be accessed by parties of interest to education.
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Third Section
Management by the Organizing Law Board of Formal Education and Nonformal Education
Article 66
(1) Legal Board of organizers of the formal education unit and/or
The nonformal education hosting Law Agency is responsible for the unit and/or the program held.
(2) The responsibility as referred to the paragraph (1) includes:
a. ensuring regular and continuous availability of educational resources for education services in accordance with the national standard of education;
b. ensuring access of educational services for qualified learers to the extent of the educational unit's performance;
c. provide a vision and assist the unit and/or education program that it envisage in performing quality assurance, with guidelines on the national policy of education, national standards of education, and quality assurance guidelines published by the National Education Demeetings;
d. facilitate the unit accreditation and/or educational program by a national/provincial school accreditation body or the non-formal Education National Accreditation Board and/or other Accreditation Institution recognized by the Government;
e. Other responsibilities conform to the provisions of the laws of the law;
f. fostering, developing, and underlying educationist and educationist under the management of the maintainer.
Fourth Quarter of the Management Unit
Section 67
The management by the unit Education includes program planning, curriculum development, hosting of learning, educational and educational power, education and resource management, learning results, control, reporting, and functions. other education management in accordance with the principles of management based A nonformal education unit.
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Article 68
(1) Management of an early, basic, and medium-sized child education unit is exercised on a minimum service standard with a school-based management principle.
(2) The standard of service the minimum as referred to a paragraph (1) was developed referring to the Minimal Service Standards established by the National Standards Board of Education (BSNP).
(3) School-based management referred to in paragraph (1) based on the principle of self-reliance, partnership, participation, openness and accountability.
(4) Further provisions regarding minimum service standards and management school-based refers to the regulations of the Minister of National Education and developed according to the needs.
(5) The Minimal Service Standards developed as referred to in paragraph (2) are governed by the Mayor Regulation.
BAB VII CURRICULUM
Article 69
(1) Curriculum program activities study early childhood education,
primary education, secondary education, refers to the national standards of education and the Surabaya Municipal Education Middle-Term Development Plan.
(2) Education Curriculum on educational pathways nonformal, informal education, education-based education areas, and special education using national standards of education, potential and local excellence.
(3) inclusion organizers can develop national standards
education Which is tailored to the students ' conditions and is handled by the power special.
Article 70
(1) Curriculum on basic education units, secondary education and nonformal educational pathways can be developed by a higher standard of national standards of education according to the demands of and needs with guidelines on the provisions of the laws.
(2) The development of the curriculum as referred to in paragraph (1), exercised on the following principles as follows:
a. based competency, development, needs, interests
learners and the environment;
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b. diverse and integrated;
c. A response to the development of science, technology, art and culture;
d. relevant to the needs of life;
e. thorough and continuous;
f. Learn as long as you can;
g. balanced between the national interest and the interests of the area.
(3) Further provisions on the drafting guidelines and the development of the curriculum as referred to in paragraph (1) and paragraph (2) are governed by the Mayor Regulation.
BAB VIII EDUCATION UNIT AND EDUCATIONAL PATHWAYS
Article 71
(1) High school, junior high school, high school, and SMK proteges or any other form that
equals equals:
a. move a unit or a type of education program;
b. take courses or subjects on the same type and/or educational path, or differ according to the academic requirements of the recipient's education unit.
(2) Further provisions on the method of moving the learer's conversion
as referred to in paragraph (1) is governed by the Mayor's Rule.
Article 72
(1) The students of elementary, junior high school, high school and SMK or any other form that
equals may take the subjects or educational programs on the unit. Nonformal education is accredited to meet the provision of the formal education curriculum concerned.
(2) The learners on a nonformal education unit can take subjects or educational programs on formal education units to meet the burden of learning the nonformal education in question.
(3) The provisions further on how to take an eye-taking
lesson or education program as referred to in paragraph (1) and paragraph (2) is governed by the Mayor's Rule.
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CHAPTER IX INTRODUCTORY LANGUAGE
Article 73
(1) Indonesian Language as the language
introduction in national education.
(2) The language of the region may be used as a introduction language in the early stages of education if necessary in the delivery of certain knowledge and/or skills.
(3) Foreign languages may be used as the language of instruction in
certain educational units for support Learnable foreign language capabilities.
CHAPTER X EDUCATORS AND POWERMEN EDUCATION
Part Kesatu
General
Article 74
(1) Educency as referred to in Article 12 is a professional force whose duty is to plan and execute the learning process, assessing Learning results, conducting and training.
(2) The power of education as referred to in Article 15 of the paragraph (1) is responsible for carrying out administration, management, development, supervision, and technical services to support the process. education on education unit.
The Second Part Educational and Educational Requirements
Article 75
(1) Educators as referred to in Article 74 of the paragraph (1) must
have academic qualifications and competence as an agent of learning, healthy physical and spiritual, and have the ability to realize the goal of national education.
(2) Academic qualifications as referred to in verse (1) are the minimum educational levels of S1 and/or D IV.
(3) Competencies as learning agents in child education
early, primary education, and secondary education, including:
a. Pedagogic competence;
b. personality competency;
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c. social competence;
d. professional competence acquired through a profession education.
(4) A person who does not have a diploma and/or certificate of expertise as referred to a paragraph (2) but has a recognized special expertise and is required to be lifted become an educator after passing the feasibility test and equality according to the applicable provisions.
(5) The provisions of the terms of the education power as referred to in Section 74 of the paragraph (2) are governed by the provisions of the laws.
Third section of Rapture, Placement, Transfer, and Pit Stop
Article 76
(1) Rapture, placement, transfer, and dismissal
educator and educationist on education unit Early-age children, primary education, secondary education, and nonformal education organized by the Local Government, the Mayor is concerned with the balance between placement and need, whose implementation is in accordance with the terms of the local government. Laws.
(2) Rapture, placement, removal, and dismissal of educators and educationist on an early child education unit, primary education, secondary education, and nonformal education organized society, is carried out the organizer of the unit of education concerned, with regard to the requirements as specified in the provisions of the laws.
(3) Rapture, placement, transfer, and dismissal of educators and educationist as referred to in paragraph (1) and paragraph (2), should not discriminate.
Article 77
(1) Assignment of educators and power Education in units
Early-child education, primary education, secondary education and nonformal education organized by the Local Government on the proposal of the Head of Service.
(2) Assignment of educators and power education in units
early child education, primary education, education public and non-formal education organized by the public, performed by the organizers of the concerned educational unit.
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Article 78
(1) The beauty of the teaching and education workforce that the PNS is assigned to an early child education unit, primary education, secondary education, and non-formal education. hosted the Regional Government by the Head of the Service.
(2) The beauty of the teaching and education workforce as referred to in verse (1), carried out in the framework of career coaching, increased education, and the alignment of the education power in each education unit.
Article 79
(1) The Pit Stop with respect to educators and power
the education, on the basis: a. her own request;
b. deceased the world;
c. reached the retirement age limit; d. was appointed in other positions on the level of education unit.
(2) The Pit Stop with no respect for educators and the education power, on the basis: a. punishment of office;
b. because of a prison criminal based on a court decision that
has a fixed legal force; c. commits an act of violation of the rule of law-
invitation;
d. become a member or administrator of the political party.
Fourth Quarter of coaching and Development
Article 80
The teachers of education are required to foster and develop educators and educationist.
section 81
(1) The coaching and development of educators and educationist in child education unit early age, primary education, secondary education, and nonformal education organized by the government and/or society as referred to in Article 80, covering education and training, the rise rank and post, based on work and discipline achievement.
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(2) Education and training educators and educationists as referred to in verse (1), to improve or develop the ability and professionalism.
Section 82
(1) The coaching and development of educators and educationist as referred to in Article 81 of the paragraph (1), whose position as the PNS is exercised in accordance with the provisions of the invite-invited regulations.
(2) Coaching and development of educators And an education force in the education unit of an early age, primary education, Secondary education, and non-formal education organized by the Government of the Regions which are both Non-civil servants, are exercised by the Head of the Service.
Article 83
(1) Coaching disciplines of educators and educency in units of
early childhood education, primary education, secondary education, and a nonformal education organized by the Regional Government to be the responsibility of the Head of the Service.
(2) Coaching the disciplines of educators and educationist in units child education early age, primary education, secondary education, and education The nonformal organized society is the responsibility of the organizers of the education unit in question.
Fifth part of the Welfare
Article 84
The education and education workforce is its second.
Section 84
The education and As the PNS reserves the right to earn income according to the provisions of the rules of law-an invitation that applies to civil servants
Article 85
Welfare educator and education workforce are Non-PNS, on an early child education, primary education, secondary education, and a nonformal education held by the Government. The area is implemented in accordance with the rules of the invite-invite rules.
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Article 86
(1) Educency and educency in child education unit early age, primary education, secondary education, and non-formal education organized by the public whose position is Non-PNS, the right to earn income above the minimum life requirement and the guarantee of social welfare is based on a written agreement made between the organizers of the education unit with the educator and/or the educational workforce concerned.
(2) The Local Government may provide an additional income to educators and Education in early childhood education, primary education, secondary education, and non-formal education organized society.
(3) The business and industry world can help the welfare of
educators and Education in the education unit at an early age, primary education, secondary education, and a nonformal education organized by local and community governments.
Article 87
Further provisions are about The welfare of educators and educationist as referred to in Articles 85 and 86 set with the Mayor Regulation.
Sixth Awards
Article 88
(1) The awards to educators and educationist are granted
on the basis of work achievement, devotion, loyalty to State, meritorious for the State, outstanding work and/or die in performing the duties.
(2) The award as referred to in paragraph (1), may be given the Local Government and/or the business world and/or organizer and maintainer education is either a promotion, a merit badge or another award.
(3) In addition to the form of the award as referred to in paragraph (2),
may also be granted in the form of charters, badges, money and/or students.
(4) Further provisions of awarding the award to
educators and/or power (1), verse (2), verse (3), and verse (3), is governed by the Mayor's Rule.
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Seventh Protection Section
Article 89
(1) Protection is provided to any educator and power
education.
(2) The protection as referred to in paragraph (1), includes:
a. legal protection that includes against acts of violence, threats, discriminatory treatment, intimidation, or unfair treatment of educated participants, parents of learnors, society, apparatus, and/or other parties;
b. the protection of the profession that includes protection against the exercise of duty as a professional power covering the severing of labor relationships that do not comply with laws, unreasonable rewards, restrictions on freedom. academic, and other restrictions or restrictions that may hinder in the execution of the task;
c. protection of safety and work health that includes
protection against risk of workplace security, work accidents, and or another risk.
The Eighth Part of the Profession Organization
Section 90
(1) Educency and education personnel may become members of the organization
the profession as a self-sufficient vessel in accordance with the provisions of laws and does not interfere with the duties and responsibilities.
(2) The organization of the profession as referred to in paragraph (1) aims at improving and/or developing capabilities, professionality.
The Ninth Section of the School
Paragraph 1
General
Article 91
(1) To be able to be installed as Principal at Government-held education units, local governments and communities, in addition to having minimal competency standards and qualifications, should also meet the requirements:
a. Put your trust in the Lord Almighty;
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b. loyal to Pancasila as the Basic State, the Basic Law of the State of the Republic of Indonesia in 1945;
c. status as a teacher;
d. healthy physical and spiritual based on the results of the examination
thorough health of the doctor;
e. never been sentenced to a prison sentence based on a court ruling that has obtained a legal force nonetheless for committing a criminal act that is threatened with a prison criminal of at least 5 (five) years or more, evidenced by a letter of caption from the local Police;
f. have a commitment to realize the purpose of education;
g. has an education management capability;
h. have experience as an educator and/or guiding at least 5 (five) years since being elevated to educators.
(2) Teachers who will get additional tasks as Principal
other than meeting the requirements as referred to the paragraph (1), it must also meet the other requirements that apply to the PNS in accordance with the provisions of the laws.
(3) The Headmaster of the Principal in an early child education unit, primary education, secondary education is conducted by the Local Government, in this case the Mayor in accordance with the provisions of the laws.
(4) The Headmaster of the School Head in the age of child education unit
early, primary education, secondary education, and nonformal education organized society, carried out by the organizers of the concerned educational unit in accordance with the provisions of the laws.
paragraph 2 of removal and Pit Stop
Article 92
(1) The principal beauty of the Principal Child education unit,
primary education, secondary education organized the Local Government, performed by the Chief of Service in accordance with the provisions of the laws.
(2) The Principal Pit Stop on an early child education unit, primary education, secondary education organized by the Local Government, is conducted by the Mayor in accordance with the provisions of the laws.
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(3) The headmaster and dismissal of the Headmaster on an early child education unit, primary education, secondary education, and a nonformal education organized society, carried out by the organizers of the unit The education is concerned with the provisions of the laws.
Paragraph 3 Task and Responsibility
Section 93
(1) Principal in performing duties and responsibilities,
on the primary education and secondary education unit assisted by the Vice Principal.
(2) The Headmaster/PKBM is responsible for the activities of education, administration, fostering educators and educational power, postulate as well as maintaining the means and educational infrastructure.
(3) the Headmaster/PKBM be responsible for performing
the program must be required to study in the education unit
(4) The principal encourages the study culture outside of school hours and reading culture for students.
(5) The principal of the School/PKBM reports on the execution of the task and the responsibility periodically to the Head of the Service.
(6) Further provisions on the mechanism and order of responsibility for the execution of the duties and responsibilities of the Principal /PKBM as referred to in paragraph (5), are governed by the Mayor Regulation.
Section 94
(1) The Headmaster/PKBM is required to prohibit any form of promotion of goods and/or services in a school environment or teaching place that tends to lead to commercialization of education.
(2) The Headmaster/PKBM is obliged to prohibit activities that are considered to undermine the school's image and demoralizing the educated participants.
Section 95
(1) The principal of the School /PKBM is required to embody the school/PKBM area
the clean, safe, orderly, healthy, green, and familial.
(2) The Headmaster /PKBM is obliged to prohibit and supervise the learer, educators, and the education workforce towards the use of alcoholic beverages and misuse of narcotics as well as psychotropic.
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(3) The principal of the School /PKBM is required to make the school area free of cigarette smoke and asusila.
(4) The Principal Liability as referred to in paragraph (1),
paragraph (2) and paragraph (3) are set in accordance with the terms of the section. with applicable law-invitation rules.
Paragraph 4 The Principal Task
Article 96
(1) Additional tasks as Headmaster are given for one time
the task for 4 (four) years.
(2) The Principal additional task term as referred to in paragraph (1) may extended and reappointed for 1 (one) times the term of task.
(3) Teachers performing additional tasks as Principal 2
(two) times consecutive tasks, can be reassigned to the Principal if:
A. has passed the time of at least one (one) time
task time; or b. have a special achievement, with no timeout and
assigned to another school.
(4) The school principal whose tenure ends and or no longer is given the assignment as principal, remains carrying out the task as The teacher is in accordance with the rank of office and is obligated to carry out the process of learning or guidance and counseling according to the applicable provisions.
(5) The Principal as referred to in verse (4) can be enabled to be The Superintendent of the School.
(6) The Headmaster of the School the enabled supervisor
as referred to in paragraph (5), done under applicable terms.
Paragraf 5 Association
Article 97
(1) The principal of the School/PKBM may form an association as a standalone container
(2) The association as referred to in paragraph (1), aims to increase and develop the capability, as well as professionalism in the hosting of education.
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(3) Further provisions regarding the formation of the Head association
The School/PKBM as referred to in paragraph (1) and paragraph (2), in accordance with the laws.
CHAPTER XI PRASARANA AND MEANS
Section 98
(1) Each organizer of the mandatory education unit provides
infrastructure and adequate means for educational purposes according to growth and development. Physical potential, intellectual, social, emotional, and psychiatric intelligence participants.
(2) The absence of infrastructure and means necessary in the holding of education are Government, Local Government, and Community.
(3) The mutineers of the infrastructure and the means of education, as their purpose and function. the responsibility of the organizer and/or maintainer of the education unit.
Article 99
(1) The Government of the Local Government provides an adequate infrastructure and adequate means of education units organized by the Local Government.
(2) The Local Government may provide infrastructure assistance and educational means to the organizers of the community-hosted education unit.
(3) The infrastructure standard and minimal means on the child education unit
early age, primary education, secondary education, and nonformal education in accordance with the provisions of this
Article 100
(1) The mayor may provide an award or ease to the community and/or the perpetrator who provides the assistance of infrastructure and means of education.
(2) Awares or ease of the award as set forth in Section 1 of the Terms of the Terms of the Terms of the Terms of the Terms of
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Article 101
(1) Prasarana education is building building, it is mandatory to meet
administrative requirements and technical requirements according to its function.
(2) The administrative requirements of the building as referred to in paragraph (1) includes the status of land rights status, building ownership status, building permits, and building use permits.
(3) The technical requirements of the building are as part of the article (1), covering the observant requirements of the building and the requirements of reliability and eligibility building.
(4) The terms of the educational building ' s building requirements as referred to paragraph (1), paragraph (2), and paragraph (3), are executed in accordance with the provisions of the laws.
Article 102 Elimination of infrastructure and means of education in early child education, primary education, secondary education, and nonformal education organized by the Government, Local Government, and society performed in accordance with the provisions of the invite-invite rule.
BAB XII EVALUATION, ACCREDITATION, AND CERTIFICATION
Part Parts
Evaluation
Article 103
(1) Evaluation is done in Education quality control is performed as a form of accountability. Evaluation of the interested parties.
(2) Evaluation of educated participants, institutes, and programs
education on formal and nonformal lines for all types, units, and types of education.
Section 104
(1) The evaluation of the study of the learnors is exercised by educators to monitor the process, progress, and improvement of the learnable results of the learnable learnable.
(2) Evaluation of learners, educators, education, institutions, and educational programs on the educational path Formal and non-fromal education is conducted by the Local Government and/or independent agencies periodically, thoroughly, transparently, and systematically to assess the achievement of national standards of education in accordance with the provisions of the laws.
(3) The results of the evaluation as referred to in paragraph (1) and paragraph (2)
reported to the Mayor.
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Article 105
(1) The independent institution as referred to in Article 103 of the paragraph (2),
may perform its function after obtaining the Mayor's approval.
(2) Further provisions of the institution standalone as referred to in paragraph (1) is governed by the Mayor Regulation.
Second Part Accreditation
Section 106
(1) The Mayor is forming the School Accreditation Organizing Unit which
is in charge of assisting the the implementation of the accreditation which is the authority of the National Accreditation Board Non-formal education.
(2) The Host Unit Accreditation Unit as referred to in paragraph (1) is in charge of carrying out accreditation of the skill program, and/or non-formal education and school education unit.
(3) Accreditation as referred to in paragraph (2), as a form
The public accountability is objectively done, fair, transparent, and comprehensive by using instruments and criteria according to the national standard of education.
(4) Procedure implementation of accreditation is performed according to the provisions
rules It's
Section 107
The education unit that has been accredited by the Accreditation Agency, must be informed to the community.
Third Quarter Certification
Article 108
(1) The certificate is a diploma in the form of a diploma. and competency certificates.
(2) Ijazah is given to the learer in recognition of
a learning achievement and/or completion of an educational level after passing the exam organized the unit of education that Accredited.
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(3) The certificate of competence is given the organizer of the educational unit and the training institute to the learer and the citizen as a recognition of the competency to perform a particular job after graduation. The competency test is held in an accredited education unit or a certification institution.
(4) The terms of certification as referred to in paragraph (1), are exercised according to the national standard of education and regulatory provisions. It's
BAB XIII FUNDING
Parts Kesatu
General
Article 109
(1) The funding of education is the responsibility of the Government, the Local Government, and the Community.
(2) Education funding is determined based on the principle of fairness, adequcation, continuous, transparent and accountable.
(3) Organizing and/or mandatory education unit managers
have an education fund, in order to guarantee continuity and improving education quality.
The Second Part of the Funding Source Education
Article 110
(1) The education unit education fund hosted by
local governments may be sourced from:
a. APBD;
b. Government/Provincial Government assistance;
c. levies from students or parents/walds executed in accordance with the laws of the laws;
d. help from educational unit stakeholders outside of the educated participants or the person/walinya;
e. non-binding foreign aid; and/or
f. Other valid sources.
(2) The educational unit education fund hosted by
the organizer or education unit established society can be sourced from:
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a. help from the organizer or the education unit is concerned;
b. help from the Government/provincial government;
c. help from the local government;
d. The levies of the educated participants or their parents were executed according to the laws of the law;
e. help from the educational unit stakeholders outside of the educated participant or the person/walinya;
f. non-binding foreign aid; and/or
g. Another valid source.
(3) The education fund sourced from levies to students or parents/walps is conducted on a voluntary and voluntary deliberation, implementation of the status of the area, the status of the educational unit and the Local environmental conditions.
(4) The education fund referred to paragraph (3) is set in the Mayor Regulation.
Third Section of the Education Fund
Paragraph 1 Oblicity
Article 111
(1) The Regional Government is obliged to provide an education budget
as set out in section 31 paragraph (4) Invite-Invite Basic of the Republic of Indonesia in 1945.
(2) The education budget as referred to in paragraph (1), in addition to the salary of educators and the cost of education.
(3) The Local Government is required to allocate emergency funds for
funding the urgent need in the event education resulting from certain events.
(4) The Local Government can allocate budgets for units
Government-hosted education and/or society in the form of education costs assistance.
(5) Local authorities are required to allocate escort funds for
support Educational development is both public and private.
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Article 112
(1) The Local Government is required to finance the education of primary and secondary education.
(2) The Local Government is required to prioritize the Budget for financing "PAUD" is at least 10% (ten percent) of the education sector budget on APBD.
(3) Financing 10% (ten percent) for PAUD as
referred to in paragraph (2), is the budget of the pure education sector.
(4) The budget priority as referred to in paragraph (2) is done
after being fulfilled The Regional Government's obligation for education in primary and secondary education as referred to as paragraph (1).
Paragraph 2 Bea students
Article 113
(1) The government and local governments in accordance with its authority provide
the assistance of education fees or scholarships to students whose parents or guardians do not. able to finance his education.
(2) The government and local governments in accordance with its authority may provide scholarships to outstanding learners.
(3) Further provisions regarding the given procedure, requirements
learner and the distribution of scholarship as in paragraph (1) and paragraph (2), set with the Mayor Regulation.
The Fourth Section of the Education Fund Management
Article 114
(1) The mayor is authorized in the management of the education fund which
comes from APBD and APBN.
(2) The Mayor may bestow the authority as referred to in paragraph (1) to the Related Area Devices in the planning, execution, enterprise, reporting and accountability and financial oversight of education.
(3) the education held by the Local Government
authorized in the management of the education fund which is its responsibility.
(4) The public-organised educational unit as well as the governing body of the education unit It's in charge of the education fund that it's responsible for.
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(5) Any management of education funds as referred to in paragraph (2), paragraph (3) and paragraph (4), exercised on the principle of fairness, efficiency, transparency, and public accountability.
(6) More provisions further regarding the management of the education fund as referred to in paragraph (1), paragraph (2) and paragraph (3) are governed by the Mayor Regulation.
(7) The Mayor ' s Regulation as referred to the verse (6) among other arrangements regarding the term, Entrepreneurship, reporting and accounting for the management of the education fund especially financing related to operational and personal costs for the education unit.
BAB XIV OPENING, ADDITION, INCORPORATION,
AND THE CLOSURE OF THE EDUCATION INSTITUTION
THE GENERAL PART OF THE
Article 115
The Local Government can carry out the opening, addition, incorporation, and closure of education units on early child education, primary education, secondary education and nonformal education.
Second Quarter Opening
Section 116
(1) Each opening Child education unit early age, education
base, secondary education, and nonformal education, compulsory education permit.
(2) Educational hosting permission as referred to by paragraph (1), through stages :
a. Education-hosting principle permit;
b. Education-hosting operational clearance.
(3) The consent of the educational hosting principle as referred to
in paragraph (2) the letter a, valid for a term of 2 (two) years.
(4) the operating permit for education as intended on paragraph (3) the letter b applies during the event of an education in accordance with the provisions of the invitation of the invitation.
(5) The educational leniency permit referred to in paragraph
(3), cannot have been moved by way of and/or in any form.
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(6) Further provisions regarding the opening procedure of the education unit as referred to in paragraph (1) are governed by the Mayor Regulation.
The Third Part of the Addition and Confusion
Section 117
(1) Addition and incorporation of an early age child education unit,
primary education, secondary education, and/or program of expertise on vocational secondary education, and nonformal education are carried out after fulfilling requirements.
(2) Further provisions regarding the procedure of addition and the incorporation of the education unit as referred to in paragraph (1) is set with the Mayor Regulation.
Fourth Quarter Closing
Article 118
(1) Child education unit early age, primary education, education
middle, and non-formal education organized Local Government and/or communities that do not meet the requirements can be closed.
(2) The education unit as referred to in paragraph (1) which has been closed is prohibited carrying out teaching learning activities.
(3) Further provisions regarding the procedure the closing of the unit
education as referred to in paragraph (1) is set with the Mayor Regulation.
The Fifth Section of the Foreign Education Institute
Article 119
(1) Foreign education institutions can hosting child education
early age, primary education, secondary education, and nonformal education in the area in accordance with the provisions of the invite-invite rules.
(2) Early child education unit, primary education, and Secondary education organized by foreign education institutions, compulsory education. religion, Indonesian language, citizenship and local charge for educated participants.
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(3) Foreign education institutions as referred to in verse (1), are required to cooperate with the existing educational institutions in the area, and must include educators and the education of citizens of public.
Section 120
An education unit organized by representatives of foreign countries located outside the embassy region, its implementation must be in accordance with the provisions of the laws.
BAB XV PENWARRANTY QUALITY
Article 121
(1) Any unit of child education early age, primary education,
secondary education, and nonformal education are required to perform educational quality.
(2) The quality assurance of education as referred to in paragraph (1), aims to meet or exceed the national standard of education.
(3) The assurance of the quality of education as referred to in paragraph (1),
is done in stages, systematic, and planned in a quality licensing program that has a target and clear time frame.
Section 122
(1) The Local Government performs and/or facilitates its disposal
the quality of education with guidelines on the national policy of education, provincial policy of the field of education, and National Standards of Education.
(2) In carrying out its duties as referred to in paragraph (1), the local government is coordinating with the Government's technical acting units that carry out the educational quality of the education.
BAB XVI ROLE AS WELL AS SOCIETY
Part Kesatu
General
Section 123
(1) The role as well as society in education includes roles as well as individuals, groups, families, professional organizations, entrepreneurs and community society in hosting, managing, and quality control. Education services.
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(2) The role as well as the society as referred to in paragraph (1), can be the source, executor, and user of the educational results.
(3) The role as well as the society in education management as
is referred to In paragraph (1), it may be in the form of planning, organizing, staging and control of education.
(4) The role and society of the service quality control
education as referred to by paragraph (1) includes participation in the planning, supervision, and evaluation of educational programs that is carried out through the city education board and the School Committee or other similar names on an early child education unit, primary education, secondary education, and a nonformal education.
(5) The role of the role as well as the inner society. the hosting of education and service quality control as referred to in paragraph (1), further set up with the Mayor Regulation.
Article 124
(1) The role as well as individuals, families and groups as the source
education can be a contribution of educator and power to education, funds, infrastructure, and the means of education, and the quality control of the educational services to the education unit.
(2) The role and organization of the profession as an educational resource may be the provision of expert power in its field and in the source of the field. Hosting formal education, non-formal education and informal education.
(3) The role as a source of education may be the provision of infrastructure facilities and means of education, funds, customs, and sources in the Hosting formal education, nonformal education and informal education.
(4) The role as well as community of education as a source of education can be a customs grant, and a source for formal education, nonformal education and informal education.
Section 125
(1) The role as well as individuals, families or groups as executors can be participation in education management.
(2) The role as well as the organization of the profession as an education executor can be the establishment of an evaluation institution and/or an independent accreditation agency.
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(3) The business world of industry is obligated to receive an educated participant and/or educationist from the school of Surabaya in the implementation of an internship system, dual system education, and/or co-production with the unit. education as a partner institution.
(4) The role as well as a correctional organization as executors
education can be the organizer, management, supervision, and coaching of the education unit.
Article 126
(1) The role as well as the industrial world/world as a user of educational results may be cooperation with the unit of education in the provision of employment, utilization of research, development, and cooperation development of information networks.
(2) The industry world/world business can host research programs and development, in cooperation with the secondary education unit.
Article 127
(1) For improvement of the quality and relevance of educational programs, the Local Government with the perpetrators of the business and/or the world of industry and/or association professions can form the Consultative Forum of Consultation and Cooperation.
(2) Establishment of a Consultative and Co-operation Coordination Forum
as referred to in paragraph (1), specified with the Mayor's Decision.
Second Section
Board of Education
Article 128
(1) The Board of Education
education is a role and community platform for the improvement of the quality of education services including planning, supervision and evaluation of educational programs.
(2) The Board of Education as referred to in paragraph (1) as an independent institution located in the City of Surabaya.
(3) The Board of Education Councillors is set with The decision of the Mayor.
(4) The Board of Education members amounted to at most 11 (eleven)
people.
(5) The mayor voted and set a member of the Board of Education on the basis of the proposal of an election committee member of the Board of Education set up by the Mayor.
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(6) The election committee as referred to in paragraph (4) proposes to the mayor of the most 22 (twenty-two) prospective members of the City Board of Education after obtaining a proposal from:
a. education professions organization;
b. other professional organizations; or
c. Correctional organization
Article 129
(1) The Surabaya City Board of Education plays a role:
a. the consideration of the determination and implementation of education policy.
b. supporting, whether it is financially, thought or power in the holding of education.
c. controller, in the framework of transparency and accountability
hosting and output education.
d. mediators between the Regional Government and the DPRD with the public.
(2) The education board serves as follows:
a. encourage the growing attention and commitment of the community
against the hosting of a quality education.
b. conduct cooperation with the public (or organization), the Government, and the DPRD with regard to the hosting of a quality education.
c. accommodate and analyze aspiration, ideas, demands and various educational needs. by society.
d. provide input, consideration, and recommendations to the Local Government and the DPRD regarding:
1) education policies and programs;
2) regional performance criteria in education field;
3) educational power criteria, in particular guru/tutors and heads
education units;
4) educational facility criteria; and
5) other things related to education.
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e. Encouraging parents and people to participate in education in support of quality improvement and educational arrangement.
f. conduct evaluation and oversight of education policies, programs, programs, and educational output.
(3) The education board performs its functions independently and
professionals.
(4) The education board is tasked with establishing, analyzing, and providing a recombiner to the Mayor against complaints, suggestions, criticism, and community aspirations against education.
Article 130
(1) Board Membership Education consists of a character who comes from: a. education expert;
b. education organizer;
c. businessman;
d. professional organization;
e. education-based education-based on religion or social-culture; and
f. international degree of education;
g. local excellence-based education; and/or
h. Social organization social organization.
(2) Susunan of the Board of Education at least
consists of board chairman and secretary.
(3) The education board membership term is 5 (five) years and can be selected returns for 1 (one) times the term.
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Third Section of the School/Nonformal Education Committee
Article 131
(1) Nonformal School/School Commiters or other similar names
is the role vessel as well as the inner society Improvement of the quality of education services includes planning, supervision and evaluation of educational programs on education units of early childhood, primary education, secondary education, and nonformal education.
(2) Nonformal School/Education Committee Or any other kind of name to give consideration, advice and support, infrastructure and the means as well as the supervision of educational hosting of an early child education unit, primary education, secondary education, and nonformal education.
(3) Nonformal School/School Commiters or other similar names In the case of verse (1) in the education unit of early childhood, primary education, secondary education, is independent and has no hierarchical relationship with the Government, Regional Government, and the Board of Education.
(4) School Committee required to be formed on one Formal and Nonformal educational unit or another name a type.
(5) The management and membership of the Committee in accordance with the applicable laws.
(6) The term of the Committee is 3 (three) years and may be re-elected in 1 (one) times term.
(7) In The school committee's decision is to coordinate with all the parents.
Fourth of the Awards
Article 132
(1) The Local Government may award the award
distinguished society in the field of education.
(2) Granting of awards as referred to in paragraph (1), exercised in accordance with the provisions of the invite-invite rule.
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BAB XVII COOPERATION
Article 133
(1) Hosting and/or educational management may be performed
cooperation with educational institutions and/or the industrial world/or world of industry and/or the association of domestic and/or foreign professions.
(2) Cooperation as referred to in paragraph (1), in order to improve the quality, relevance, and ministry of education.
(3) More provisions on the manner of cooperation as
referred to a paragraph (1) is set up with the Mayor Regulation.
BAB XVIII SUPERVISION AND CONTROL
Article 134
(1) Local Government, Board of Education, School Committee/Education
Nonformal or other similar names conduct oversight over the hosting of education on child education Early age, primary education, nonformal education in accordance with their respective powers.
(2) Surveillance as referred to in paragraph (1), conducted with professional, transparent and accountable principles.
Article 135
The control of the hosting and/or management of education is an authority The mayor of the implementation is the head of the Service.
CHAPTER XIX ADMINISTRATIVE SANCTION
Article 136
The violation of the provisions as referred to in Article 13 of the paragraph (2), Section 14 of the paragraph (2), Section 15 of the paragraph (3), Section 80, Section 94, Section 95 of the paragraph (1), paragraph (2) and paragraph (3), Article 109 of the paragraph (3), Article 110 verse (3), Article 116 of the paragraph (1), Section 119 of the paragraph (2) and paragraph (3) and Section 120 may be subject to administrative sanction: a. written warning;
b. revocation of principle permit and operational clearance;
c. revocation of operational clearance.
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CHAPTER XX OF THE INQUIRY PROVISION
Article 137
(1) The investigation of the breach as contemplated in
This area's regulation is carried out by the Civil Service Investigators in the environment. The Regional Government whose appointment is set is in accordance with the laws.
(2) In carrying out the assignment of the investigation, civil servant investigators officials as referred to in paragraph (1), authorities:
a. receive a report or complaint from someone about
a violation;
b. conducted the first act at the time at the scene and carried out an inspection;
c. ordered a stop of a suspect and checked the suspect ' s self-identification mark;
d. commit forfeiture of objects and or letters;
e. take fingerprints and photograph someone;
f. call people to be heard and checked as suspects or witnesses;
g. Bring in an expert required in conjunction with a case check;
h. Hold a termination of the inquiry after receiving instructions that there is not enough evidence or event that it is not a violation and that it is further informed of the public prosecutor or his family;
I. hold other actions according to the law that can be accounted for.
(3) In carrying out its duties, civil servants investigators are not authorized to carry out arrest and detention.
(4) The Investigator civil servants made news show any action about:
a. suspect checking;
b. home income;
c. seizure of objects;
d. mail check;
e. witness check;
67
f. examination at the scene;
g. Send the file to the State Court and its envoy to the State Police Investigator of the Republic of Indonesia.
BAB XXI
CRIMINAL provisions
Section 138
(1) Any person and/or maintainer and/or the organizer of the education that violates the provisions of Article 116 of the paragraph (1), Article 118 of the paragraph (2) and/or Article 125 of the verse (3), is threatened with a penultimate confinement of 3 (three) months or a fine of the most Rp 50,000,000.00 (fifty million rupiah).
(2) Penal Tindak as referred to in paragraph (1) is a criminal offence.
BAB XXII
provisions CLOSING
Article 139
Further provisions of the implementation of this Regional Regulation must be made at least 3 (three) months since the expiration of this Regional Rule.
Section 140
This Regional Regulation is effective at the date of the promulgation.
So that everyone knows it, instrucits the inviters The rules of this area with its placement in the Surabaya section of the City.
specified in Surabaya on June 26, 2012
MAYOR OF SURABAYA,
ttd
TRI RISMAHARINI
promulded in Surabaya on 26 June 2012
a.n. REGIONAL SECRETARY OF SURABAYA Assistant Government,
ttd
HADISISWANTO ANWAR
SHEET AREA OF SURABAYA IN 2012 NUMBER 16
A copy corresponds to ... ......
68
A copy corresponds to the original a.n. REGIONAL SECRETARY
Government Assistant u.b
Legal Section Head,
MT. Ekawati Rahayu, SH. Penata Level I
NIP. 19730504 199602 2 001
EXPLANATION FOR
SURABAYA CITY AREA REGULATION NUMBER 16, 2012
ABOUT THE STAGING OF EDUCATION
I. UMUM
That level of education is one of the quality of human capital and is one of the defining factors for the creation of quality human resources, therefore education issues should get serious attention. because it concerns the future of the nation.
That education should be able to answer a variety of challenges according to the demands and changes of local, national and international life, therefore education must be organized in a planned, guided, and continuous to realize the enlarging and expansion of access, improving quality, relevance and competability as well as strengthening governance, accountability and public imaging in organizing and managing education as one educational system.
That hosting education is geared to The society of learning and education is the responsibility of the government, the local government, parents and the public.
That in the implementation of Regional autonomy, education is a mandatory affair. the authority and responsibility of the Local Government, so the local government authorities Arrange for education to provide legal certainty in the event and/or management of the existing education in the area, in connection with that then need to be provided on the provision of education in the Regulation. Area.
II. SECTION FOR SECTION
Article 1: Quite clearly.
Article 2
Article 3
Article 4
:
:
:
It is quite clear.
It is quite clear.
Quite clear.
Section 5: Quite clearly.
Section 6
Article 7
Article 8
Article 9
:
:
:
:
Clearly.
Quite clear.
Clearly.
It's pretty obvious.
2
Article 10: Quite clearly
Article 11: Quite clearly.
Article 12: Quite clearly.
Section 13 Verse (1) The letter
letter b c d d letter letter d h letter h The letter i am letter h
paragraph (2)
::::::::
The social welfare guarantee is a guarantee of health. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Clear enough.
Section 14 Verse (1)
Font a
paragraph (2)
paragraph (2)
::::::
Which is the guarantee of social welfare among other guarantees Health. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Quite clear.
Section 15 Verse (1)
paragraph (2) The letter a
Letter b
::
It is quite clear. Pretty obvious. It is a guarantee of adequate and adequate social welfare benefits among other health guarantees.
3
Font d e e
paragraph (3) Section 16
:::::
Clear enough. Pretty obvious. Pretty obvious. Pretty obvious. Clear enough.
Article 17
: Quite clearly.
Article 18
:
reasonably clear.
Article 19 : Quite clearly.
Article 20 Verse (1) Verse (3) Verse (4) Verse (5) Verse (6)
::::
Early childhood education is organized for children from birth to six years and not a prerequisite for following basic education. Pretty obvious. Kindergarten (TK) organizes education to develop personality and self-potential according to the developmental stages of educated participants. Raudhatul athfal (RA) organizes Islamic religious education that instill the values of faith and laughter to the educated participants in order to develop self-potentiary potential as in kindergarten. Pretty obvious. Pretty obvious. Quite clear.
Article 21
:
Which is referred to "another form of equal" in this provision is Bustanul Athfal (BA), Tarbiyatul Athfal (TA), Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman Taman The Qur'an (TPQ), Adi Sekha, and Pratama Widyalaya.
Article 22 of Article 23 Article 24
::
Quite clear. Pretty obvious. Quite clearly.
Article 25 : Quite clearly.
Article 26 : Quite clear.
4
Section 27 Verse (1) paragraph (2) paragraph (3)
paragraph (4) paragraph (5) paragraph (6)
:::::
Clear enough. Pretty obvious. An education equal to SD/MI is a program such as Package A and which is equal to SMP/MTs is a program such as Package B. Pretty clear. Pretty obvious. Clearly enough.
Article 28 : Quite clearly.
Article 29: Quite clearly.
Section 30 Verse (1)
Letter a letter b c-letter letter e
Font f
paragraph (2) The letter
The letter b letter c d e
Font f
:::::::::
Clear enough. Pretty obvious. Pretty obvious. Pretty obvious. A public secondary education for channeling the talent and ability in sports for the achievement can be performed by establishing a special school sport or providing special classes that accommodate the learnable participants. has a talent and exercise capability for the achievement of. Pretty clear. Pretty obvious. Pretty obvious. Pretty obvious. It's pretty obvious. The exercise of vocational secondary education to channel the talent and ability of sports for the achievement can be done by establishing a special school sport or providing special classes that accommodate educated participants. The talent and the ability to exercise for achievement. Pretty obvious.
5
Article 31: Quite clearly.
Section 32 Verse (1) Verse (2) paragraph (3)
paragraph (4) paragraph (5) paragraph (6) paragraph (7)
::::::
Clear enough. Other forms are equivalent to high school and MA among others, Package C, secondary diniyah education, secondary school Christian theology (SMTK), Christian secondary school (SMAK), vidyalaya (UV), and mahasekha. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Clearly enough.
Article 33 Verse (1) Verse (2) Verse (3)
paragraph (4) paragraph (5)
:::
The majors on SMK, MAK, or other forms are equal will determine the scope of the subjects on any type of field of expertise. The shape of the study of expertise is the smallest academic unit in vocational education. Pretty obvious. Pretty obvious. Pretty obvious. Clearly enough.
Article 34: Quite clearly.
Article 35: Quite clearly.
Article 36: Quite clearly.
Article 37: Quite clearly.
Article 38: Quite clearly.
Article 39: Quite clearly
Article 40 Verse (1)
:
The personal inadequacy of proficiency in performing worship in accordance with its adhered religion, proficiency in the introduction to the condition and potential of self, prowess in self-correction, proficiency in choosing and determining the path of personal life, confidence, proficiency in the face of challenges and the problematic and proficiency in self-governing.
6
paragraph (2) paragraph (3)
:
The social skills of the proficiency in a family, community, nation, and country, work with each other, proficiency in the appropriate. self with an environment, empathy or a middle of taste, leadership and social responsibility. The aesthetic prowess of the proficiency in improving the sensitivity, the ability to express, and the ability to appreciate beauty and harmony. Kinesthetic showmanship improves the physical potential for sharper readiness, guided movements, reflex movements, complex movements, and individual improvisation movements. Intellectual prowess has been proficiency with the mastery of science, technology and/or art in accordance with the fields studied, critical and creative thinking, research and experiability with scientific approaches. The vocational prowess of proficiency in selecting the field of employment, managing work, expanding professionalism and work productivity and a code of conduct compete in doing the work. Pretty obvious. Quite clearly.
Article 41: Quite clearly.
Article 42: Quite clearly.
Article 43: Quite clearly.
Article 44: Quite clearly.
Article 45 Verse (1)
Verse (3) Verse (4) Verse (5) Verse (6) Verse (7)
:::
The Vocational C Package Program is a non-formal education program that organizes SMK or MAK equivalent vocational education. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious. Pretty obvious.
7
paragraph (8) Verse (9) Verse (10) Verse (11) paragraph (12)
::::
Clear enough. Pretty obvious. Pretty obvious. Pretty obvious. Quite clearly.
Article 46: Quite clearly.
Article 47: Quite clearly.
Article 48: Quite clearly.
Article 49: Quite clearly.
Article 50: Quite clearly.
Article 51: Quite clear.
Article 52: Pretty clearly.
Article 53: Quite clearly.
Article 54: Quite clearly.
Article 55: Quite clearly.
Article 56: Quite clearly.
Article 57: Quite clear.
Article 58: Quite clearly.
Article 59: It is quite clear.
Section 60: Pretty clear.
Article 61: Quite clearly.
Article 62: Quite clearly.
Article 63: Quite clearly.
Article 64: Quite clearly.
Article 65: Quite clearly.
Article 66: Quite clear.
Article 67: Pretty clearly.
Article 68: Quite clear.
8
Article 69: Quite clearly.
Article 70: Quite clearly.
Article 71: Quite clearly.
Article 72: Quite clearly.
Section 73 Verse (1) Verse (2) paragraph (3)
::
Pretty clear. The early stages of education were education in the first year and both primary schools. Quite clearly.
Article 74: Quite clearly.
Article 75: Quite clearly.
Article 76: Quite clearly.
Article 77: Quite clearly.
Article 78: Quite clearly.
Article 79: Quite clear.
Article 80: Pretty clearly.
Article 81: Quite clearly.
Article 82: Quite clearly.
Article 83: Quite clearly.
Article 84: Quite clearly.
Article 85: Quite clear.
Article 86: Quite clearly.
Article 87: It is quite clear.
Article 88: Pretty clear.
Article 89: Quite clearly.
Article 90: Quite clearly.
Article 91: Quite clearly.
Article 92: Quite clearly.
Article 93: Quite clear.
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Article 94: Quite clearly.
Section 95 Verse (1) paragraph (2) paragraph (3) paragraph (4)
::
The principal obligation of the principal to realize an orderly and comfortable school area is conducted by establishing a school order order provision that can create a conducive learning condition, such as a ban on communication tools By the time the teaching process took place both educators and students and the prohibition of use of motor vehicles entering the school area in terms of motorized vehicle users had not yet had a driving license as set in. The rules of the invitation are invited. Pretty obvious. Pretty obvious. Quite clearly.
Article 96: Quite clearly.
Article 97: Quite clearly.
Article 98: Quite clearly.
Article 99: Quite clearly.
Article 100: Quite clearly.
Article 101: Quite clear.
Article 102: Pretty clearly.
Article 103: Quite clearly.
Article 104: Quite clearly.
Article 105: Quite clearly.
Article 106: Quite clearly.
Article 107: Quite clearly.
Article 108: Pretty clear.
Article 109
: Quite clearly.
Article 110: Quite clearly.
Article 111: Quite clear.
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Section 112
paragraph (1) Verse (2)
paragraph (3) paragraph (4)
:::
Clear enough. use of the allocation of 10% (ten percent) of the APBD education sector budget for the implementation of the PAUD among others is used for the assistance of infrastructure facilities, the addition of the revenue of educators and the improvement of the quality of educators. The allocation of 10% (ten percent) of the budget of the pure education sector is the budget in both operational and personal space. Clearly enough.
Article 113: Quite clearly.
Article 114: Quite clearly.
Article 115: Quite clearly.
Article 116: Quite clearly.
Article 117: Quite clearly.
Article 118: Enough clear.
Article 119: Quite clearly.
Article 120: Quite clearly.
Article 121: Quite clearly.
Article 122: Quite clearly.
Article 123
:
It is quite clear.
124: Quite clearly.
Article 125: Quite clearly.
Article 126: Pretty clearly.
Article 127: Quite clearly.
Article 128: Quite clearly.
Article 129: Quite clearly.
Article 130: Quite clearly.
Article 131: Quite clearly.
Article 132: Pretty clear.
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Article 133: Quite clearly.
Article 134: Quite clearly.
Article 135: Quite clearly.
Article 136: Quite clearly.
Article 137: Quite clearly.
Article 138: Pretty clear.
Article 139 Section 140
::
Quite clear. Quite clear.
ADDITIONAL SECTION SURABAYA CITY AREA NUMBER 15
