Key Benefits:
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, lf 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 nally 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/b>
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 professio 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;
(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 /b>
(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 wh.
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 < ning 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 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 gover
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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 selecteding 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.
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.
<>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 resourceb>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.
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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 vehicl
