Key Benefits:
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HELP COUNTY COUNTY HELP
NUMBER 13, 2012
ABOUT
MANAGEMENT AND HOSTING EDUCATION
WITH THE GRACE OF THE GOD ALMIGHTY
BUPATI HELPL,
Draw: that in realizing the intelligent, noble, and the Indonesian personality, as well as to carry out the provisions of Article 29 paragraph (2) the letter of Government Regulation No. 17 of 2010 on the Governing And Education of Education, need to establish a Regional Regulation on Management and a Hosting Education;
Given: 1. Article 18 of the paragraph (6) of the Constitution of the Republic of the Republic
Indonesia Year 1945;
2. Act Number 15 of 1950 on the Establishment of the Regions-Regions in the Environment of Jogjakarta Special Area (State News of the Republic of Indonesia in 1950 No. 44);
3. Law No. 20 of 2003 on System
National Education (State Gazette Indonesia Year 2003 Number 78, Additional Gazette Republic Indonesia Number 4301);
4. Law No. 32 Year 2004 on
Local Government (Indonesian Republic Year 2004 Number 125, Additional Gazette Republic of Indonesia Number 4437) as has been several times amended last by the Act Number 12 In 2008, About The Second Change Of The Law Number 32 Of 2004 On The Local Government (sheet Of State Of The Republic Of Indonesia 2008 Number 125, Additional Gazette Of The Republic Of Indonesia Number 4844);
5. Act No. 14 Year 2005 on Teachers and Lecturers (sheet Of State Of The Republic Of Indonesia In 2005Number 157, Additional Gazette Of The Republic Of Indonesia Number 4586);
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6. Government Regulation No. 32 of 1950 on the Decree of the Decree of the 1950 Act No. 12, 13, 14 and 15 (The State News of Indonesia 1950 Number 59);
7. Government Regulation No. 19 of 2005 on
National Standards of Education (State Sheet of Indonesia Year 2005 Number, Additional Gazette Republic Indonesia Number);
8. Government Regulation No. 55 of 2007 on
Religious Education and Religious Education (State Gazette Indonesia Year 2007 Number 124, Additional Gazette Republic of Indonesia Number 4769);
9. Government Regulation No. 38 Year 2007 on
Sections of Government Affairs Between Government, Provincial Government of the Province and Local Government/City (State Gazette Indonesia Year 2007 No. 82, Additional Sheet of State Republic of Indonesia No. 4737);
10. Government Regulation No. 47 of 2008 on Compulsory
Studying (sheet Of State Of The Republic Of Indonesia In 2008 Number 90, Additional Gazette Of The Republic Of Indonesia Number 4863);
11. Government Regulation No. 48 of 2008 on
Educational Financing (State Sheet Of The Republic Of Indonesia 2008 Number 91, Additional Gazette Republic Indonesia Number 4864);
12. Government Regulation No. 74 of 2008 on Teacher
(Gazette of the Republic of Indonesia 2008 No. 194, Additional Gazette of the Republic of Indonesia Number 4941);
13. Government Regulation No. 17 of 2010 on
Management and Hosting Education (State Gazette 2010 Number 23, Additional Gazette Republic of Indonesia No. 5105) as amended by Government Regulation No. 66 of 2010 on the Change of Government Regulation No. 17 Year 2010 on Governing And Hosting Education (sheet Of State Of The Republic Of Indonesia In 2010 Number 110, Additional Gazette Republic Of The Republic Of Indonesia Indonesia Number 5155);
14. National Education Minister 's Law Number 63 of 2009 on Education' s Mutu Penwarranty System;
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15. Finance Minister Regulation No. 84 /PMK.07/ 2009
about the Alocation of Budget Education Function In the Regional Revenue and Shopping Budget;
16. Provincial Area Law Special Region Yogyakarta
No. 5 Year 2011 on Management and Hosting Education-based Education (Leaf Area Provincial Special Region Yogyakarta Year 2011 Series D Number 5);
17. Bantul County District Regulations 2005
on the Long-Term Development Plan of the Bantul District of 2006-2025 (Sheet County Parkl 2005 Series D Number 14) as amended by Regulation. Bantul County Number 12 Year 2010 on Change of Regional Regulations Bantul County Number 14 Year 2005 on the Long-term Development Plan Of Bantul County Year 2006-2025 (Regency County Sheet Help Date 2010 Series D Number 12);
18. Bantul County District Rule Number 13 Year 2007
on Establishing Mandatory Administration Affairs and the Choice of Bantul County (Cds District Helpl County Series D Number 11 Year 2007);
19. Bantul County District Regulation Number 16 Year 2007
on the Establishment of a Regional Service Organization in the Government Environment Bantul Regency (2006 Regency Section 2006 Series D Number 07) as amended several times last with Regional Regulation No. 17 Year 2011 on Third Amendment Over the Regulation of Bantul County District Number 16 Year 2007 on the Establishment of a Regional Service Organization in the Government Environment Bantul Regency (Regency Of County) "2011 Series D");
20. Bantul County District Regulations 2011
on the Bantul County Intermediate-Term Development Plan 2011-2015 (Sheet County Help 2011 Series D Number 01);
With Joint Approval
THE PEOPLE ' S REPRESENTATIVE COUNCIL OF THE COUNTY AREA OF HELP
AND
BUPATI HELPL
DECIDED:
SET: A REGIONAL REGULATION ON MANAGEMENT AND
HOSTING EDUCATION.
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BAB I
provisions of UMUM
Article 1
In this Region Regulation referred to:
1. DIY is a Special Area of Yogyakarta. 2. The Local Government is the Regent and the area device as an element
The organizer of the local government. 3. The Regional People's Representative Council (DPRD) is the
the regional people's representative institution as the element of the regional government.
4. "Bupati is the regent of Bantul. 5". The Regional Device is an auxiliary element of the Regent in the holding
The Local Government comprising the Regional Secretariat, the Secretariat of the DPRD, the Regional Service, the Regional Technical Institute, and the Subdistrict.
6. Service is the Regional Device in charge 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, the people, the nation and the country are held in the area.
8. Education management is the setting up of authority in the holding of the national education system by the Government, the DIY Government, the Government of the Regency, the organizers of the education established society, and the education unit for the educational process. can take place in accordance with the national educational purpose.
9. Education is the implementation of the educational system component of the unit or educational program on the line, the type and the type of education in which the education process can take place in accordance with the national educational purpose.
10. The educational path is the vehicle that the learer passes to develop a potential self in an educational process that corresponds to the purpose of education.
11. Educational level is the educational stage established based on the level of development of the learnant, the goal to be achieved, and the capabilities developed.
12. The type of education is a group based on the educational purpose of education of an education unit.
13. The educational unit is a group of educational services that interchange education on formal, nonformal, and informal lines on every single-level and educational type.
14. "PAUD" is a coaching effort aimed at children from birth to six years of age through educational stimuli to help grow growth and development. The physical and spiritual is so that the child has a readiness to enter further education.
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15. Kindergarten is one of the earliest forms of early childhood education on a formal educational path that organizes educational programs for children ages 4 (four) years up to 6 (six) years.
16. Raudhatul Athfal The next one is one of the forms of an early child education unit on the formal educational path that organizes Islamic religious education programs for children ages 4 (four) years up to 6 (six) years.
17. Formal education is a structured and structured educational path consisting of primary education and secondary education.
18. Primary education is the educational level of the formal education of secondary education, which is held in the Primary School education unit and the Ibtidaiyah Madrasah or other forms of equal and equal form of education. It is a continuation of the education unit of the First Intermediate School and the Madrasah Tsanawiyah, or other forms of equal.
19. The primary school is one of the forms of the formal education unit that organizes general education in basic education.
20. Ibtidaiyah Madrasah is one of the forms of the formal education unit that organizes general education with the peculiarities of the Islamic religion on the primary education level within the Ministry of Religious Affairs.
21. The first secondary school or junior high school is one of the formal forms of education that organizes general education in elementary education as a continuation of SD, MI, or other forms of equal form.
22. Madrasah Tsanawiyah further abbreviated as MTs is a form of formal education unit that organizes general education with Islamic religious peculiares in elementary education as a continuation of SD, MI or form another equal.
23. Secondary education is an advanced education in the formal educational path that is the advanced primary education, in the form of high school (high school), and Madrasah Aliyah KeVocational (MAK) or other forms of equal form.
24. The next high school is one of the forms of formal education that organizes general education in secondary education as a continuation of junior high school, MTs, or other forms of equal.
25. Madrasah Aliyah further abbreviated as MA is one of the forms of the formal education unit that organizes general education with Islamic religious peculiariness in secondary education as a continuation of SMP, MTs or other forms of the same. equal in the binanings of the Ministry of Religious Affairs.
26. Vocational secondary school (SMK) is a form of formal educational unit that organizes vocational education in secondary education as a continuation of junior high school, MTs, or other forms of equal.
27. Madrasah Aliyah Vocational is a form of formal education that organizes vocational education with Islamic Christianity in secondary education as a continuation of junior high school, MTs, or other academic institutions. other forms are equal in the binanings of the Ministry of Religious Affairs.
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28. The National Standards of Education are the minimal criteria on education systems throughout the Republic of the Republic of Indonesia law.
29. Minimum service standards are the minimum criteria of the cumulative value of the National Standard of Education which must be met by any unit of education.
30. The curriculum is a set of plans and arrangements regarding the purpose, content, and subject matter, as well as the ways used as the guiding guidelines for learning activities to achieve educational objectives.
31. A nonformal education is an educational path outside a formal education that can be carried out in a structured and unstructured form.
32. A learning group is a non-formal educational unit consisting of a group of people who defend each other's experiences and abilities in order to improve the quality and quality of life.
33. The Center for Public Learning (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.
34. Local excellence-based education is an education organized after meeting the National Standards of Education and enriched with a competitive and/or comparative advantage of the area.
35. International education is an education organized by the use of a national education standard enriched with advanced state education standards.
36. Learning is the process of interaction of learers with educators and/or learning sources in a learning environment.
37. Public-based education is the hosting of education based on religious, social, cultural, aspiration, and societal potential as the embodiment of education from, by, and for society.
38. Informal education is the educational and family educational path. 39. Professions are a collection of members of the public who have
expertise in the field of legal and non-commercial educational institutions.
40. The Board of Education is an independent institution consisting of various elements of the community who care about education in the area.
41. The next School/Madrasah Committee is called the School Board/Madrasah Committee is an independent institution consisting of parents/guardians of students, school communities or madrasas, as well as educational people who care about education.
42. Citizens are residents of Bantul County, residents outside Bantul County, and foreign nationals living in the Bantul area.
43. Society is a group of non-government citizens who have the attention and role in the field of education.
44. A reading culture is a habit of citizens who use a portion of daily time in a timely way to read books or other readings that are beneficial to life.
45. Writing culture is the custom of citizens who use a portion of daily time in a timely way to write beneficial to life.
46. Creative culture is the ability of citizens to conduct innovation and creation, make breakthroughs and discover new things, to improve the competence of themselves and others who are beneficial to life.
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47. Learning culture is a habit of citizens who use a portion of their daily time to learn to improve knowledge.
48. Studying culture outside of school hours is a habit of studying citizens using a portion of daily time on the effective day of school to study outside the school hours.
49. A Company is any form of effort that runs a fixed, sustainable, established, working and located business activity within the Republic of Indonesia, for the purpose of acquiring profit and or profit.
Article 2
(1) The management and hosting of education is intended to
embody intelligent, noble, and Indonesian personality.
(2) The intent of managing and hosting education as referred to in verse (1) exercised on each education unit.
Article 3
Education management is intended to guarantee: a. Community access to an adequate, equitable,
and affordable education; b. the quality and competuing of education as well as its relevance to the needs
and/or public conditions; and c. effectiveness, efficiency, and accountability of education management.
Article 4
The principle of hosting education: a. Education is democratically organized and justice and not
discriminatory with upholding human rights, religious values, cultural values, local wisdom and the nation's plurality;
b. education is organized as one system that is systematic with open and multi-meaning sim;
c. education is organized as a process of educating and empowerment of learners that take place throughout the hayat;
d. Education is organized by advising, building a nation's character, developing creativity, self-reliance and the spirit of an educated participant in the learning process;
e. education is organized by developing a culture of reading, writing, calculating and creative culture for all citizens;
f. education is organized by empowering all the components of the community through the role and in the hosting and quality control of the education services;
g. education is organized on a non-profit principle; and h. Education is hosted by always paying attention to the needs of
and the aspirations of the community.
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BAB II
MANAGEMENT OF EDUCATION BY LOCAL GOVERNMENT
Article 5
The Regent is responsible for managing the national education system in the area and formulating and setting the field policy of education. In its discretion.
Article 6
(1) The education policy as referred to in Article 5 is
the definitions of the national education policy, as well as in accordance with the provisions of the laws.
(2) The policy of the field of education as referred to in paragraph (1) is poured in: a. regional long-term development plan (RPJPD); b. the regional medium-term development plan (RPJMD); c. state education stategis plan; d. Regional Government's work plan (RKPD); e. work plans and the area ' s annual budget; f. Regional regulations in the field of education; and g. Rules of the degree in education.
(3) The area policy of the field of education as referred to in paragraph (1)
and the paragraph (2) is the guideline for: a. all ranks of the Local Government; b. the educational organizer of the community established; c. unit or education program; d. The Board of Education; e. School Board; f. A student; g. Parents/guardian educated people; h. educators and the power of education; i. public; and j. other parties related to education.
Article 7
(1) The Local Government warrants compulsory startup program
study 12 (twelve) years.
(2) Each parent/guardian of the educated participants is obliged to support the implementation of the startup program is required to study 12 (twelve) years.
(3) The implementation of the startup program is required to study 12 (twelve) years as referred to in paragraph (1), by optimizing the execution of SMA/SMK/MA/MAK education level or program Package C.
(4) Implementation of compulsory startup programs study 12 (twelve) years as referred to in paragraph (1) and paragraph (2) is governed by the Regent Ordinance.
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Article 8
(1) The Local Government and DPRD allocate education budgets for the national education system in the area to be implemented effectively, efficiently, and accountable in accordance with regional policies. The field of education as referred to in Article 6.
(2) The education budget as referred to in paragraph (1) is allocated at least 20% (twenty-procents) of the number of APBD.
(3) Alocation as referred to in paragraph (2) among others is assigned as: a. School's operational assistance; and b. service budget for program improvement program quality educators, power
education and community learning sources.
(4) The educational budget Alocation as referred to in paragraph (3) the letter a and the letter b is reserved for the education unit which is hosted by the Local Government or by the community.
Article 9
(1) The Local Government directs, guides, supervision, monitors,
coordinates, monitors, evaluates, and controls the organizer the unit, line, level, and type of education in accordance with the national policy of the field education and policy areas of the field of education within the framework of the management of the national education system.
(2) The Local Government can team up with the business side of the effort to develop relevant and synergy education mechanisms, as well as increasing the capacity of the learer in high school level.
Article 10
(1) The Regent set out the educational participation rate target at all
the level and the type of education to be achieved.
(2) The level target The participation of education as referred to in paragraph (1) is fulfilled through a path formal and non-formal education.
(3) In meeting the educational participation level target as referred to in paragraph (1), the Local Government maintains the expansion and alignment of educational access through the formal educational path.
Section 11
(1) The Regents set the target level of educational participation in
the county level that includes: a. Subdistrict; b. Village; and c. male and female.
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(2) To guarantee the alignment of educational participation as referred to in paragraph (1) the Regent sets out the policy for the learn/guardian who is not able to finance education, a special education learer, and/or a special service education education participant obtaining access to education services.
(3) The policy rector as referred to in paragraph (2) is set up with
Rule of Regents.
Section 12
The Regent carries out and coordinate the implementation of the minimum service standards of education with the provisions of the invite-invite rules.
Article 13
(1) The Local Government performs and/or facilitates quality assurance
education with guidelines on the national policy of education, the DIY 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 Central Government Technical Managing Unit carrying out the educational quality of the education.
(3) In the course of the education of the quality of education, as in verse (1), The Local Government facilitates: a. education program accreditation; b. education unit accreditation; c. certification of the competencies of the leared participants; d. certification competency certification; and/or e. education of the education workforce competence.
Section 14
(1) The Local Government recognizes, facilitates, fostering and protecting
programs and/or units of international and/or local excellence-based excellence.
(2) The Local Government carries out and/or facilitates the core of the program and/or educational unit that is already or is close to meeting the National Education Standards to be developed into an international program and/or unit of education. and/or a local lead based.
(3) Local Government facilitate the international accreditation of the program and/or the unit of education as referred to in the paragraph (1) and the paragraph (2).
(4) The Regional Government facilitates international certification on the program and/or the unit of education as referred to in paragraph (1) and paragraph (2).
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Article 15
(1) The Local Government conducts continuous coaching to the learnperson who has the potential of intelligence and/or preferable talent to achieve peak achievement in the field of science, technology, religion, cultural arts, sports, and more on the level of units of education, subdistrict, county, province, national and international.
(2) To foster a competitive climate that is conducive to achievement of peak achievement as well as referred to in paragraph (1), the Local Government organizes and/or facilitates regularly and all competitions in the field: a. Science; b. technology; c. religious; d. the art of culture; e. sport; and/or f. Otherwise.
(3) The Local Government provides an award to the learnant that
holds the top achievement as referred to in paragraph (1) and paragraph (2) in accordance with the provisions of the legislation.
(4) The further provisions of the implementation of continuous coaching as referred to in paragraph (1) as well as the staging and competition facilities as referred to in paragraph (2) are governed by the Rule of Count.
Section 16
(1) In hosting and managing the national education system in
areas, the Regional Government develops and carries out the Regional education information systems based on information technology and communications.
(2) Information Systems Regional education as defined in paragraph (1) is a subsystem of National education information system.
(3) The Regional educational information system as referred to in paragraph (1) and paragraph (2) provides access to educational administration information and access source learning to the education unit at all The type, the type, and the educational path according to the authority of the Local Government.
BAB III
MANAGEMENT OF EDUCATION BY THE ORGANIZERS OF THE EDUCATION UNIT ESTABLISHED SOCIETY
Article 17
Organizing the education unit that is established a society responsible for managing the national education system as well as formulating and setting education policy at the unit organizer level.
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Article 18
(1) The education policy as referred to in Section 17 is
the definition of the national education policy, DIY, county as well as in accordance with the provisions of the laws.
(2) The educational policy as referred to in paragraph (1) is poured in the rules of organizer of the education unit established society.
(3) The education policy as referred to in paragraph (1) and paragraph (2) is the guideline for: a. the education organizer who established the society that
is concerned; b. the related unit or program of education; c. institute stakeholder representation of the unit or program
associated education; d. An educated participant in a related unit or educational program; e. Parents/guardians are educated in units or educational programs that are
related; f. Educators and educationists in educational units or programs
are related; and g. other parties that are bound to the education unit or program that
is related.
(4) The organizers of the educational unit established society allocate education budgets for the national education system at the unit level or the associated education programs can be implemented effectively, efficiently, and accountable.
Article 19
Organizing educational unit established society supports the establishment of a compulsory start study program 12 (twelve) years.
Article 20
Organizing educational unit of education established by the public lead, guide, supervise, monitor, coordinate, monitor, evaluate, and control the relevant units or education programs in accordance with the Government ' s designated education policies, the DIY Government, the Government of the County and by the organizers in accordance with the provisions of the laws.
Article 21
Organizing educational unit established society sets out a policy to guarantee educated participants obtaining access to education services and for educated participants whose parents are unable to afford education, Special education educated participants, or educated participants at special circumstances.
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Section 22
Organizing education unit established society guarantees the implementation of the standard minimum service of education on education units or programs in accordance with regulatory provisions It's
Article 23
(1) Organizing educational unit established society performing
and/or facilitating educational quality assurance in units or educational programs with a guideline on educational policy related to in accordance with the education policy set by the Government, the DIY Government, the Local Government and by the organizers, as well as the National Standards of Education.
(2) In carrying out its duties as referred to the paragraph (1), the organizer a unit of education established by the society organizes a unit and/or Early childhood education programs, primary education and/or secondary education in cooperation with the Government's technical executor units that carry out the quality of education quality.
(3) In order of the quality of education quality as well as the referred to in verse (1), the organizer of the educational unit established society facilitates: a. education program accreditation; b. education unit accreditation; c. certification of the competencies of the leared participants; d. certification competency certification; and/or e. education of the education workforce.
Article 24
(1) Organizing educational unit of education society facilitates,
fostering, and protecting an international unit of education unit or program and/or based on local excellence in accordance with the provisions of the laws.
(2) The organizers of the educational unit established the society carry out and/or facilitate the core of the unit or educational program that is already or is close to meeting the National Standards of Education to be developed into a unit or Local and/or local level of excellence education programs.
(3) Organizing educational unit of education society facilitates international accreditation of units or educational programs as referred to in paragraph (1) and verse (2).
(4) The organizers of the educational unit established society facilitate
international certification on the unit or educational program as referred to in paragraph (1) and paragraph (2).
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Article 25
(1) Organizing educational unit established society facilitates continuous coaching to learers who have the potential of intelligence and/or special talent to achieve achievements peak in the fields of science, technology, religion, cultural arts, sports, and more on the level of unit of education, subdistrict, county, province, national, and international.
(2) To foster a competitive climate conducive to achievement
peak achievement as referred to in paragraph (1), organizer the educational unit established society organizes and/or facilitates regularly competition in units or educational programs in the field: a. Science; b. technology; c. religious d. the art of culture; e. sport; and/or f. other.
(3) The organizers of the educational unit established the society provide
the award to the learnable participants as it is referred to in paragraph (1) and paragraph (2) in accordance with the provisions of the law.
(4) Further provisions on the execution of continuous coaching as referred to in paragraph (1) as well as the hosting and facilitation of the competition as referred to in paragraph (2) are governed by the rules of the education unit organizer the established community.
Article 26
Organizing educational unit of society establishes education governance policies to ensure the efficiency, effectiveness, and accountability of educational management that is guidelines for: a. the organizer of the education unit established the community that
is concerned; b. the unit and/or educational program; c. institute of representation of educational stakeholders on the unit
and/or educational programs; d. the learnable participant of the unit and/or educational program; e. Parents/guardians are educated in units and/or educational programs; f. educators and the education workforce in units and/or programs
education; and g. others bound to education unit or program.
Article 27
(1) In organizing and managing the national education system at
the unit or education program, the organizer of the established education unit People develop and implement an organizer education information system or educational unit established by a society based on information technology and communication technologies.
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(2) The organizer education information system or education unit established by society as referred to in paragraph (1) is a subsystem of the national education information system.
(3) The system The educational information of the organizers of the educational unit established society as referred to in paragraph (1) and verse (2) provide access to educational administration information and access to units of learning to units and/or educational programs.
Article 28
The educational organizer of the community which are provided in Section 18, Section 21, Section 22, Section 23, Section 23 (1), Section 24, Section 23, Section 23, Section 26 and Section 27 of the paragraph (1) is subject to administrative sanction of the written notice of the second, second, and third, and if not otherwise inhospitable by the Regional Government.
CHAPTER IV MANAGEMENT OF EDUCATION BY EDUCATION UNIT
section 29
Management of the education unit of early child education, primary education, and education the medium is implemented by the minimum service standard with the management principles based on The school/madrassa.
Article 30
The compulsory education unit is responsible for managing the national education system in its education unit as well as formulating and establishing education policy according to its authority.
Article 31
(1) Policy The education as referred to in Article 30 is
the definition of the national education policy, DIY, county and the organizer of the education unit as well as in accordance with the provisions of the laws.
(2) The educational policy as referred to in paragraph (1) by an early child education unit, the basic education unit, and the secondary education unit is poured in: a. the annual work plan of the education unit; b. Revenue and annual spending on education units; and c. unit rules or educational programs.
(3) The education policy as referred to in paragraph (1) and paragraph (2)
binding for: a. The unit of education is concerned; b. the institution of the representation of a unit stakeholders or the program
the education in question; c. the learer in the unit or the education program is concerned; d. Parents/guardians are educated in the unit or education program that
is concerned;
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e. educators and educationist in units or educational programs that are bestoed; and
f. other parties bound to the education unit or program are concerned.
(4) The policy of the education unit as referred to in paragraph (2)
is the definition and is aligned with: a. government policy; b. DIY Government policy; c. District Government policy; d. education organizer policy established society.
(5) The education unit allocates the education budget for the system
national education in the unit and/or educational program concerned can be implemented with the Effective, efficient, and accountable.
Article 32
The education unit manages education in accordance with the national education policy, DIY, county and the organizer of the education unit as well as in accordance with the provisions of the laws.
Article 33
The education unit in accordance with its authority is required to establish a policy to ensure educated participants gain access to education services for educated participants whose parents are unable to afford education, participants. Special education education and/or students on special circumstances.
Article 34
The educational unit is obliged to guarantee the standard of the minimum service of education.
Article 35
(1) The education unit is required to perform education quality salers with
guidelines on national education policy, DIY, county, and the organizer of the education unit as well as the National Standards of Education.
(2) In carrying out its duties as referred to by paragraph (1), an early child education unit, primary education, or secondary education worked together. with a Government technical executive unit that carries out the quality of the education quality.
(3) In order of the quality of education quality as referred to in paragraph (1), the education unit in accordance with the provisions of the invite-invited rules, follows: a. education program accreditation; b. education unit accreditation; c. certification of the competencies of the leared participants; d. certification competency certification; and/or e. education of the education workforce.
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Article 36
(1) The education unit that has or is close to meeting the National Standards of Education can pioneer itself to be developed into a unit or program of international degree education and/or local superiority-based.
(2) The educational unit that has or almost meets the National Standards of Education may follow accreditation and/or international certification of the unit or education program.
Article 37
(1) Unit Education is required to perform continuous coaching to
educated participants who have potential intelligence and/or special talent to achieve peak achievement in the fields of science, technology, religion, cultural arts, and/or sports and others on the level of unit of education, subdistrict, county, DIY, national, and international.
(2) To foster a competitive climate that is conducive to the achievement of peak achievement as referred to in paragraph (1), unit and/or educational programs perform regularly competition in units or educational programs in the field: a. Science; b. technology; c. religious; d. the art of culture e. sport; and/or f. Otherwise.
(3) The educational unit provides an award to an educated participant who
holds the top achievement under the provisions of the laws.
(4) Further provisions on the execution of paragraph (1), paragraph (2), and paragraph (3) are governed by the regulation of the education unit.
Article 38
The education unit is required to establish an educational governance policy to guarantee efficiency, effectiveness, and accountability of binding education management: a. the unit or educational program is concerned; b. the institution of educational stakeholder representation in the unit
the education is concerned; c. the learer in the education unit is concerned; d. Parents/guardian students in the education unit are concerned; e. educators and educationist in units or educational programs that
bestransit; and f. other parties that are bound to the unit or education program that
is concerned.
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Article 39
(1) In organizing and managing education, the educational unit develops and carries out information technology-based information and communication information systems.
(2) Information Systems education unit education as referred to in paragraph (1) is a subsystem of the national education information system.
(3) The educational information system as referred to in paragraph (1) and paragraph (2) provides access to the administration information education and access to sources of learning to educators, educationist, and educated participants.
Section 40
(1) The Government and/or the Local Government in accordance with its authority
may provide administrative sanction of alerts, mergers, delays or cancellation of educational resources to the educational unit, the freezing, the closing of the educational unit and/or the education program carrying out the education, which is not in accordance with the provisions as referred to in Article 31, Article 33, Article 34, Article 35, Article 37 and Article 38.
(2) An education unit that violates the provisions of education management as referred to in Article 30, Section 32, Article 33, Article 34, Article 35, Article 35, Section 35, Section 37 and Section 38 are subject to administrative sanctions of a written reprimand by the Local Government.
BAB V
HOSTING OF THE FORMAL EDUCATION SECTION Feel
General
Article 41
The formal education of the program includes: a. education of an early child; b. basic education; and c. secondary education.
Article 42
(1) Curriculum in the hosting of formal education refers to
The National Standards of Education.
(2) Curriculum as referred to in paragraph (1) plus charge locale at any formal education level.
(3) The local charge Curriculum as referred to in paragraph (2) is set further by the Rule of Regent.
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Second part of Child Education Early Age
paragraph 1 Function and Purpose
Article 43
(1) Early child education is functioning fostering, growing, and
developing a whole potential child. Early age is optimally shaped and basic abilities are in accordance with its development stage in order to have the readiness to enter further education.
(2) Early childhood education aims:
a. Build a foundation for the growing potential of protégants to become human beings, and put their trust in God Almighty, noble, virtuous, healthy, capable, capable, critical, creative, innovative, self-confident, self-confident, and becoming a man a democratic and responsible citizen; and
b. develops a potential spiritual, intellectual, emotional, kinesthetic, and social learer at its growth in an educational and fun playing environment.
Paragraph 2
The Forms and Types of Educational Units
Article 44
(1) Early-age education on a formal education path in kindergarten, RA, or any other form is an equal.
(2) TK, RA, or any other form equal to the verse
(1) has a learning program 1 (one) year or 2 (two) years. (3) TK, RA, or any other form equivalent to the verse
(1) can be merged with SD, MI, or any other form of equal.
Paragraph 3
Reception of the Concubine Article 45
Kindergarten protege, RA or other forms equal to 4 (four) years of up to 6 (six) years.
Article 46
(1) The admission of learers in an early child education unit is conducted
objectively, transparent, and accountable.
(2) Admission of students in an early age-child education unit is carried out without discrimination. except for educational units specifically designed to serve learners of a particular gender or religious group.
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(3) The decision of admission of the candidate to be an educated participant is performed independently by a teacher board meeting led by the head of the education unit.
Article 47
(1) Child education unit is early can receive a transfer protege
from the education unit of another early age.
(2) The terms and grammar of the acceptance of the transfer student as referred to in paragraph (1) are governed by the unit of education concerned.
Paragraph 4
Learning Program
Article 48
(1) Learning Program TK, RA, and other forms of equivalent are developed to prepare educated participants entering SD, MI, or other forms of equal.
(2) Kindergarten learning programs, RA, and other forms of equivalent are implemented in the context of play that can be Classified as: a. play in the course of religious and noble learning; b. play in the framework of social learning and personality; c. play in the course of the love learning environment; d. play in the framework of orientation learning and recognition
knowledge and technology; e. play in the framework of aesthetic learning; and f. play in the course of physical learning, sports, and health.
(3) All learning games as referred to in paragraph (2)
are designed and organised: a. Interactive, inspiring, fun, challenging, and encouraging
creativity and self-reliance; b. in accordance with the physical growth stage and child mental development
as well as the child ' s best needs and interests; c. with regard to the differences in talent, interest, and ability
each child; d. with integrating child needs against health, nutrition, and
psychosocial stimulation; and e. with regard to the economic, social, and cultural background
child.
Third Section of Basic Education
Paragraph 1 Function and Purpose
Article 49
(1) Education on SD/MI or any other form of equivalent function:
a. embed and exude the values of faith, noble, and sublime personalities;
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b. embed and amuse the national values, the love of the motherland and the love of the environment;
c. provide the basics of intellectual ability in the form of reading, writing, and calculating abilities;
d. provide the introduction of science and technology; e. train and stimulate the sensitivity and appreciation ability
as well as 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. develop, reward, and encode the values of faith,
the noble, and the sublime personality that has been known to him; b. developing, rewarding, and observing the national values
and the love of the motherland that has been introduced as well as the love of the environment; c. studied the foundations of science and technology; d. train and develop sensitivity and appreciation ability
as well as express beauty, subtlety, and harmony; e. developing talent and ability 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 for self-life in society.
(3) The basic education aims to build a foundation for the development
potential An apprentice to be a human being: a. And believe in the Lord, the Supreme, the Most Merciful, the Wise. " scientific, proficient, critical, creative, and innovative; c. healthy, self-sufficient, and confident; and d. tolerant, socially sensitive, democratic, and responsible.
Paragraph 2
Form of Education Unit
Article 50
(1) SD, MI, or other forms are equal to 6 (six) grades, which are class 1 (one), class 2 (two), class 3 (three), class 4 (four), grades 5 (five), and grades 6 (six).
(2) SMP, MTs, or other forms are equal to 3 (three) grades, which are grades 7 (seven), grades 8 (eight), and grades 9 (nine).
Paragraph 3
Admissions Admissions Section 51
(1) Educants on SD/MI or other forms are the lowest-equal
ages 6 (six) years.
(2) The Exception to the provisions as referred to in verse (1) can be done on the basis of the written recommendation of a professional psychologist.
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(3) In terms of no professional psychologist, recommendations can be performed by the teachers board of the education unit in question, up to the extent of the display power.
(4) SD/MI or other forms are equivalent. receiving a citizen aged 7 (seven) years up to 12 (twelve) years as an educated participant up to the extent of his display.
(5) The acceptance of first class (one) SD/MI or other forms is not based on the Test results reading, writing, and counting, or any other form of test.
(6) SD/MI or An equal form is mandatory.
Section 52
(1) In terms of the number of prospective learers exceeding the unit's performance
education, then the selection of students in SD/MI is based on
(2) If the age of prospective students is the same as in verse (1), then the determination of the student is based on the distance of the most learnable candidate who is most likely to be educated at the time. close to the education unit.
(3) If the age and/or distance of the candidate ' s residence With the education unit as referred to in verse (1) and verse (2) are the same, then the learners who register early are prioritied.
Article 53
(1) The learners on SMP/MTs or other forms are equivalent.
completing his education in SD, MI, Package A, or any other form of equal.
(2) SMP/MTs or other degrees are required to receive a citizen aged 13 (thirteen) years up to 15 (fifteen) years as a learnant to the extent of its display power.
(3) SMP/MTs or other forms are as equals mandatory providing access for abnormatory learers.
Section 54
(1) SD/MI and SMP/MTs that have the number of prospective learers exceeding
the mandatory tampons report the excess of prospective learers to the Local Government concerned.
(2) The Local Government is obliged to channel the surplus of presumptinate candidates as referred to in verse (1) in other basic education units.
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Article 55
(1) Non-formal and informal pathway proteges can be accepted in SD, MI, or any other form as equals not at the beginning of class 1 (one) after passing the eligibility test and placement of the organized by the formal education unit concerned.
(2) Non-formal and informal track protéers can be admitted in junior high school, MTs, or other forms as equals since the start of class 7 (seven) after passing the Package equities exam.
(3) Non-formal and informal pathway protege may be accepted in junior high school, MTs, or other forms that are equals not at the start of class 7 (seven) after meeting the requirements: a. Pass the equality of Package A; and b. pass the feasibility test and the placement held by the unit
The formal education is concerned.
(4) The education of elementary education equivalent education in other countries may move to SD, MI, or any other form of equivalent in Indonesia after meeting the requirements passed the eligibility tests and the placement held by the concerned education unit.
(5) The secondary education equivalent of junior high school education in other countries can move to junior high school, MTs, or other forms of equivalent in Indonesia after meeting the requirements: a. indicates a diploma or other document that proves that which
is concerned to have completed primary primary education of SD; and b. pass the feasibility test and the placement held by the unit
the education is concerned.
(6) The primary education student equivalent of elementary education that follows the system and/or other state education standards can be accepted in junior high school, MTs, or any other form equal to the beginning of the seventh grade year (seven) after meeting the requirements: a. Pass the equality test of Package A; or b. can indicate a diploma or any other document that proves
that the concerned has completed a primary education that gives the competency of a graduate equivalent of elementary school.
(7) SD, MI, SMP, MTs, or other forms of equal provide assistance
academic, social, and/or mental adjustments required by the learnable learnant and the transfer protege of another formal education unit or educational path other.
Article 56
(1) The admission of educated participants in basic education units is conducted
objective, transparent, and accountable.
(2) The acceptance of the educated participants in basic education units is carried out without discrimination. except for an education unit specifically designed to serve learers of a particular gender or religious group.
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(3) The decision of admission of the students to be educated participants is performed independently by a teacher board meeting led by the head of the education unit.
(4) The reception of the admission of new learers in the 7th grade (seven) in the primary education unit of junior high school is based on the results of the national standard school exam, except for the learnant as referred to in Article 52 of the verse (2) and verse (6).
(5) In addition to meeting the provisions as referred to in verse (4), the educational unit can perform a scholastic talent test for the selection of new educated admissions in grades 7 (seven).
Article 57
(1) Basic education units may receive a transfer student from
another basic education unit.
(2) The education unit may set out the order and additional requirements of the admissions attendee. in addition to the requirements as referred to in Article 52 and Section 53 and do not conflict with the provisions of the laws.
Fourth Quarter
Paragraph Secondary Education 1
Functions and Purpose
Article 58
(1) General secondary education functions: a. enhance, reward, and exposition the values of faith,
noble, and sublime personality; b. enhance, reward, and amuse the national values,
love of the motherland and the love of the environment; c. study science and technology; d. enhancing 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 and/or to self-life in society.
(2) vocational secondary education functions:
a. enhance, reward, and amuse the values of faith, noble, and sublime personality;
b. enhance, reward, and amuse the values of the nationality and the love of the motherland;
c. awares the learnability with the efficacy of science and technology as well as vocational prowess in the profession 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
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f. improving the physical and mental readiness to self-live in society and/or continue education to higher education.
Article 59
Secondary education aims to form an educated participant into an insan who: a. And believe in the Lord, the Supreme, the Most Merciful, the Wise. " scientific, proficient, critical, creative, and innovative; c. healthy, self-sufficient, and confident; and d. tolerant, socially sensitive, democratic, and responsible.
Paragraph 2
Form of Education Unit
Article 60
(1) High School-shaped secondary education, MA, SMK, and MAK, or any other form is equal.
(2) High School and MA consists of 3 (three) grades, which are grades 10 (ten), grades 11 (eleven), and grades 12 (twelve).
(3) SMK and MAK may consist of 3 (three) grades, which are grades 10 (ten), grades 11 (eleven), and grades 12 (twelve), or consisting of 4 (four) grades: class 10 (ten), class 11 (eleven), class 12 (twelve), and class 13 (thirteen) in accordance with the demands of the working world.
Article 61
(1) The major in high school, MA or other forms are equal-shaped
the study programs that facilitate the learning needs as well as the competences required learers to continue education on higher education levels.
(2) Program the study as defined in the paragraph (1) consists of: a. Natural science study program; b. social science studies program; c. program of language studies; d. Religious studies programs; and e. Another study program required for society.
(3) Further provisions of the study and study program
as referred to in paragraph (1) and paragraph (2) under laws.
Section 62
(1) The major in SMK, MAK, or any other form of equal form
fields of expertise study.
(2) Any field of study of expertise as referred to by paragraph (1) may consist of 1 (one) or more programs Skills study.
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(3) Each of the skills studies programs as referred to in paragraph (2) may consist of 1 (one) or more competency skills.
(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 art expertise, crafts, and tourism; d. the field of study of information technology and communication skills; e. field of study of agribusiness and agrotechnology expertise; f. the field of business and management expertise studies; and g. field of study of other skills required by society.
(5) Further provisions regarding the majors as referred to
paragraph (1) to the paragraph (4) are governed under the rules of the invite-invitation.
Paragraph 3
Admissions admission
Article 63
(1) High-school students, MA, SMK, MAK, or other forms of equivalent must complete their education at SMP, MTs, Package B, or other forms equal.
(2) The protégant of the line nonformal and informal can be accepted in high school, MA, SMK, MAK, or other forms of equal equal since early class 10 (ten) after passing the Package equality exam
(3) Non-formal and informal track protégities may be accepted in high school, MA, SMK, MAK, or other forms equal after the beginning of class 10 (ten) after: a. Pass the equality of Package B; and b. pass the feasibility test and the placement held by the unit
The formal education is concerned.
(4) The junior high school equivalent education educated participants who follow the system and/or other state educational standards can be admitted to high school, MA, SMK, MAK, or other forms are equal at the beginning of the 10th grade year (ten) after: a. Pass the equality test of Package B; or b. can indicate a diploma or other document that proves that
in question has completed a primary education that provides a junior high school graduate competency.
(5) High school equivalent education students or SMK in other countries
can move to high school, MA, SMK, MAK, or any other form equivalent in Indonesia on condition: a. shows a diploma or other document that proves that which
is concerned to have completed a junior high level education; and b. Passed the feasibility test and the placement held by the unit
The education is concerned.
(6) High school, MA, SMK, MAK, or other forms are as equals as required to provide access to abnormality students.
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(7) High School education units, MA, SMK, MAK, or other forms are equal to providing the necessary academic, social, and/or mental adjustments required by the learnable learnant and the transfer learnant of the other formal education units or other educational pathways.
Article 64
(1) The admission of learers in secondary education units is conducted
objectively, transparent, and accountable.
(2) The acceptance of the leared participants on the middle education unit is carried out without discrimination except for the education unit which is specifically designed to serve learers of a particular gender or religious group.
(3) The decision of admission of the candidates to be educated participants is performed independently by a head-led teacher council meeting. education unit.
(4) The selection of new educated admissions in grades 10 (ten) on the secondary education unit is based on the results of the National Exam, except for the leared participants as referred to in Article 63 of the paragraph (2), paragraph (4), and paragraph (5).
(5) In addition to fulfilling the provisions as referred to in verse (4), the educational unit can conduct scholastic talent tests for the selection of new educated admissions in grades 10 (ten).
(6) The acceptance of new learers may be performed at any semester for the education unit that organizes the semester credit system.
Article 65
(1) The learnable unit of secondary education unit may move to:
a. The same major in other educational units; b. different majors in the same educational unit; or c. different majors in other educational units.
(2) The education unit may establish additional terms and requirements
in addition to the requirements as referred to in Article 63 and Section 64 and not in conflict with the provisions of the laws.
Section 66
The Government and/or the Local Government pursuant to its authority may provide administrative sanction of caution, incorporation, delay or cancellation of educational resources to the unit of education to the unit of education, the freezing, the closing of the educational unit and/or the education program, which carries out the education not in accordance with the provisions as referred to in Article 51 of the paragraph (1), Article 53 of the paragraph (2), paragraph (3), Article 54 and Article 63 of the paragraph (6).
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BAB VI
HOSTING NONFORMAL EDUCATION Part Kesatu
General
Article 67
(1) The nonformal education is covering the hosting of educational units and nonformal education programs.
(2) The degree of nonformal education units as referred to in paragraph (1) includes the unit of education: a. the institution of the course and the training institute or other form of the same type; b. study groups as well as other forms of type; c. centers of community learning activities or other similar forms; d. The assembly of the taxa or other forms of the same kind; and e. Non-formal educational early-age education.
(3) Nonformal education units as referred to in paragraph (2) letters
a, organizes education for citizens to: a. obtaining skills of life skills; b. developing a professional attitude and personality; c. prepare yourself for work; d. improving the vokational competence; e. prepare for self-seeking; and/or f. continue education to a higher level.
(4) Nonformal education units as referred to in paragraph (2)
letter b, and c organizes education for citizens to: a. obtaining skills of life skills; b. acquiring knowledge and skills; c. develops professional attitudes and personalities; d. prepare for self-seeking; and/or e. continue education to a higher level.
(5) The degree of nonformal education programs in question
on paragraph (1) includes: a. Education of life prowess; b. education of early children; c. education of youth; d. the education of women's empowerment; e. The education of the accetic, the f. Skills education and job training; and g. equality education.
Section 68
(1) Curriculum in holding a nonformal education plus
local charge on any nonformal educational level containing Bantul and entrepreneurial historical material according to the vision Bantul County.
(2) The Bobot of local charge curricula as referred to in paragraph (1) is adjusted to the readiness of any single-level.
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Article 69
Non-formal education results can be appreciated equivalent to the results of a formal education program.
The Second Section
Function and Purpose
Article 70
(1) Nonformal education function: a. as a replacement, enhancer, and/or formal education supplement
or as an educational alternative; and b. developing potential learers with an emphasis on
knowledge mastery and functional skills, as well as the development of professional attitudes and personality in order to support education throughout the hayat.
(2) Education nonformal aims to form human beings who have
life prowess, 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 goals National education.
(3) Nonformal education is organized on the principles of, by, and
for the public.
Third Section Non Formal Education Unit
Paragraph 1 of the Course and Training Institute
Section 71
(1) Course and training institutions host work training programs
and other trainings to improve work competencies for job seekers and workers.
(2) The institution of courses and training accredited by the Agency National Accreditation of Nonformal Education and/or other accreditation institutions may Refresh the competency test to the learnable participant in accordance with the provisions of the laws.
(3) The course of the course and training as referred to in paragraph (2) provides a certificate of competence to the learer who passed the competency test.
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Paragraph 2 Study Group
Article 72
(1) Eductable students who have completed learning activities in the group
learn to follow the equality exam results learn with formal education in accordance with the provisions of the laws.
(2) Eductioners who have completed learning activities in the study group and/or pass in the equality examination the results of learning as to the verse (1) obtain the diploma in accordance with the programs that are followed.
Paragraph 3
Community Learning Activity Center
Article 73
(1) The public learning activities accredited by the National Accreditation Board of Nonformal Education can host competency tests to learnants in accordance with the provisions of the invite-invitation rules.
(2) The Centre for Study Activities A society that is accredited by the National Accreditation Board of Nonformal Education provides a certificate of competency to a learnant who passes the competency test as referred to in paragraph (1).
(3) Eductioners who have completed learning activities at the center of community learning activities can follow the exam to gain recognition of the equality of results learning with a formal education in accordance with the National Standards of Education.
(4) Educable students who have qualified and/or graduated in the equality exam results of learning with a formal education as referred to in verse (3) obtain a diploma in accordance with the program.
Paragould 4
Taklim Assembly
Article 74
(1) Unlim Assembly or other form of type can host an education for public citizens for: a. acquiring knowledge and skill; b. obtaining skill skills; c. develop professional attitudes and personalities; d. prepare for self-seeking; and/or e. continue education to a higher level.
(2) The taxable Assembly or other similar form can host
program: a. Islamic religious education; b. education of early children; c. degree of education;
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d. equality education; e. Education of life prowess; f. the education of women's empowerment; g. education of youth; and/or h. other non-formal education of society.
(3) Educant students who have completed learning activities in the assembly
taxable or other forms of similar type can follow the equality results study with education formal in accordance with the provisions of the laws.
(4) Educable students who have qualified and/or graduated in the equality exam results of learning with a formal education as referred to in verse (3) obtain a diploma in accordance with the program.
Paragould 5
Early Age Child Education
Article 75
(1) Early-child education on nonformal educational pathways is in the form of a play group, daycare parks, and a similar early childhood education unit.
(2) Play group, park Child care, and an early childhood education unit that is a kind of educational institution. in context: a. play while studying in order of religious learning and akhlak
noble; b. play while studying in the framework of social learning and
personality; c. play while studying in order of aesthetic learning d. play while studying in the course of physical learning, sports,
and health; and e. playing while studying in order to stimulate interest to science
knowledge, technology, and love of life environment.
(3) Eduhort of play groups, daycare parks, and child education units early age line education Non-formal, same-sex couples can evaluate their development without going through a process that is testing competence.
Fourth Quarter
Nonformal Education Program Paragraph 1
Life Excellence Education
Article 76
(1) The education of life skills is an educational program that prepares educated participants. Nonformal education with personal prowess, social proficiency, aesthetic prowess, kinetic prowess, intellectual prowess, and vocational skills required to work, strive, and/or self-live in the middle of society.
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(2) The education of life proficiency aims to improve personal prowess, social prowess, aesthetic prowess, kinetic prowess, intellectual prowess and vocational competence to prepare educated participants in order to be able to work, strive, and/or self-live in the middle of society.
(3) Education of life proficiency can be implemented integrally with other non-formal education programs or its own.
(4) Education of life proficiency can be exercised by a nonformal educational institution in cooperation with the institution formal education.
(5) Life proficiency education can be implemented integrated with the graduate placement program in the working world, both at home and abroad.
Paragraph 2
The Education of the Dini Age
Section 77
(1) The education of a nonformal educational path is a flexible program based on the growth and development stage of the child.
(2) The education program of the early age of education is the educational path nonformal, as referred to in paragraph (1), function to grow and build entire potential child since birth to age 6 (six) years so that the behavioral and basic abilities are in accordance with its development stage in order for child readiness to enter further education.
(3) the child education program The early age of the nonformal educational path, as referred to in verse (2), prioritizes child education to children from birth to age 4 (four) years.
(4) The education program of children's early childhood education channels is nonformal. Aim: a. Build a foundation for the growing potential of educated participants so that
be a man of faith and trust in God Almighty, noble, virtuous, virtuous, conversant, proficient, creative, innovative, creative, self-confident, self-confidence, and become a democratic and responsible citizen; and
b. developing potential spiritual, intellectual, emotional, aesthetic, kinetic, kinetic, and social learning participants in its infancy in a educative and enjoyable play environment.
(5) The educational program of child-early childhood nonformal education designed
and organized: a. interactively, inspiring, fun, challenging, and encouraging
creativity of self-reliance; b. in accordance with the physical growth stage and child mental development
as well as the needs and best interests of the child; c. with regard to the differences in talent, interest, and ability each-
each child; and d. with integrating child needs against health, nutrition, and
psychosocial stimulation.
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(6) The development of an early childhood education program of nonformal education courses as referred to in verse (4) is based on: a. The principle of play while studying and learning while playing; b. Their respective talents, interests, and abilities-
each educated participant; c. pay attention to the participant's social, economic, and cultural background
protege; and d.
(7) The group of educated participants for educational programs on education
children of early non-formal educational pathways are adapted to the needs, age, and development of the child.
(8) The event of a non-formal education program of children's education can be integrated with other programs that have developed in society as an attempt to improve the education ministry of the early age to the entire layer. society.
Paragraph 3
Education of youth
Article 78
(1) Education of youth is an education organized to prepare a cadre of the leaders of the nation.
(2) The youth education program serves to develop the youth potential with an emphasis on: a. The strengthening of the faith, the acumen, and the glory, and the b. the strengthening of the national insights, the love of the motherland and the love of the environment
life; c. the buildup of ethics, personality, and aesthetics; d. increased insights and capabilities in the field of science,
tenology, art, and/or sport; e. The buildup of entrepreneurship, leadership, firmness, and
the pioneering; and f. increased vocational skills.
(3) The youth education program provides educational services
to citizens aged between 16 (sixteen) years up to 30 (thirty) years.
(4) Education The youth can be in the form of training and guidance or the like, which is organized by: a. religious organization; b. Youth organization; c. organization of scouting /scouting; d. The organization is red-based; e. the organization of nature lovers and the environment; f. Entrepreneurial organization; g. Community organization; h. the organization of art and sports; and i. Other similar organizations.
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paragraph 4 of the Women's Empowerment Education
Article 79
(1) Women's empowerment education is an education for
increasing the harkat and female dignity.
(2) the Program Women's empowerment education serves to improve equality and gender justice in the family, society, nation and country through: a. Increased faith, ridiculed, and noble; b. the strengthening of the national insights, the love of the motherland and the love of the environment
life; c. the buildup of ethics, personality, and aesthetics; d. increasing insights and capabilities in the field of science,
technology, art, and/or sport; e. The buildup of entrepreneurship, leadership, firmness, and
the pioneering; and f. vocational skills increase.
(3) Female empowerment education aims:
a. enhance the position, the harkat, and the female dignity up to the equivalent of the male;
b. Increase access and participation of women in education, employment, business, social roles, political roles, and other forms of charity in life;
c. prevent any violation of human rights attached to women.
Paragraph 5
Literacy Education
Article 80
(1) The literacy education is an education for the blind people of the Latin script so that they can read, write, count, speak Indonesian and be attenuated basic, which gives the opportunity to actualize the self-potential.
(2) Education It serves as a basic ability to read, write, count, and communicate in Indonesian, as well as basic knowledge to learnable learners in daily life.
(3) The educational program provides educational services to citizens of the 15 (fifteen) years to the top who have not been able to read, write, count and/or communicate in Indonesian.
(4) Education The acceness includes basic degree of education, advanced accetic education, and self-acting education.
(5) The end quality assurance of education is conducted through test
the competence of the acaccency.
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(6) educated participants who have passed the test of the competency competency as referred to in paragraph (5) are given a literacy letter letter.
Paragraph 6
Education Skills and Skills Training
Section 81
(1) Education skills and work training are intended for job seeker learner or already employed.
(2) The skills education and work training as referred to in paragraph (1) are executed for: a. enhance motivation and work ethos; b. develops a yag personality matching the participant's job type
educated; c. raises insights about the environmental aspects that are appropriate
job needs; d. enhance functional skills skills according to
tuntunan and job needs; e. improving the ability to build a network of matches in
with job demands; and f. enhance other capabilities according to job demands.
(3) The functional skills skills as referred to in paragraph (1)
include vocational skills, managerial skills, communication skills, and/or social skills.
(4) Education skills and work training can be implemented in an integrated way with: a. the educational program of life prowess; b. Package B equality education program and Package C; c. Women ' s empowerment education program; and/or d. Youth education program.
Paragraph 7
Education Equality
Article 82
(1) The education of equality is a non-formal education program that organizes the equivalent of SD/MI, SMP/MTs, and SMA/MA The program of Package A, Package B, and Package C as well as the SMK/MAK equivalent vocational education of the Vocational C Package.
(2) The education of equality serves as a non-formal educational service on primary and secondary educational level.
(3) Reeducation of the Package A program is a member of the community that complies with the required to learn the equivalent of SD/MI through a nonformal educational path.
(4) Educating of the Package B program is a member of the community who meets
provisions are required to learn the equivalent of SMP/MTs through a nonformal educational path.
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(5) The Package B program is referred to in paragraph (4) of the participants
learnates with the functional skills, attitudes and professional personalities that facilitate the process of adaptation with the work environment.
(6) The requirements of following the Package B program are SD/MI pass, Package A program, or equal.
(7) The Educd of the Package C program is a member of the public who travels to secondary education through a nonformal educational path.
(8) The Vocational C Package program is a member of the community that
attended Vocational secondary education through nonformal educational pathways.
(9) The Package C Program as referred to in verse (7) is the discourses of students with academic ability and functional skills, as well as professional attitudes and personalities.
(10) The Vocational C Package Programme is referred to in paragraph (8) to the participants with academic ability, functional skills, and vocational prowess of the professions, and professional attitudes and personalities.
(11) The requirements follow program Package C and Package C honesty is
pass SMP/MTs, Package B, or an equal.
(12) The equality education program can be implemented integrated with: a. the educational program of life prowess; b. Women's empowerment education program; and/or c. Program education programs.
Paragraph 8
Educational outcome
Article 83
(1) Non-formal educational results can be appreciated equivalent to the educational outcomes. formal after going through the equality test that meets the National Standards of Education by the institution designated by the Government or the Local Government pursuant to their respective authority, and in accordance with the provisions of the laws.
(2) The equality test as referred to in paragraph (1) for the Package A Program, Package B Program, Package C Program, and the Vocational C Package Program are performed oeh of the National Standards Board of Education.
(3) The equality Test as referred to in verse (1) for the program of life proficiency can be executed for: a. obtaining a recognition of equality with the competency of subjects
vrelocate on middle education tenjang; or b. obtaining a recognition of equality with the competency of the college eye
vrelocate on the higher education level.
(4) The equality test as referred to in paragraph (3) the letter a may be exercised by SMK or the lowest MAK accrued B from the National Accreditation Board of the School/Madrasah.
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(5) The equality test as referred to in paragraph (3) the letter b may be carried out by a college through the lowest accredited vocational study program B of the National Accreditation Board of Higher Education.
(6) The students who pass the equality test as referred to in paragraph (4) and paragraph (5) are given the certificate of competence.
(7) Further provisions of the equality test as referred to in paragraph (1) to the paragraph (6) are set up under the terms of the laws.
Section 84
The individual, group, or organization, which violates the nonformal education in violation of the provisions as referred to in Article 71 to Section 83 may be subject to administrative sanction of a reprimand. written, incorporation, freeze, and/or closure by the Local Government.
BAB VII
HOSTING INFORMAL EDUCATION
Article 85
The informal education is performed by family and activities shaped activities learning autoneously.
Article 86
(1) The results of informal education can be appreciated equivalent to education results
nonformal and formal after going through the equality test that meets the National Standards of Education by the institution designated by the Government or the Local Government pursuant to their respective authority, and in accordance with the the provisions of the laws.
(2) The test of equality as referred to in paragraph (1) is exercised through: a. the applicable equality test for non-formal education learers
as set out in Section 83; and b. equality test under applicable laws
applies.
BAB VIII HOSTING SPECIAL EDUCATION
Part General
Article 87
Special education is an education for educated participants who have difficulty in following learning processes due to abnormalities physical, emotional, mental, social, and/or have a potential wit and special talent.
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Article 88
Special services education is an education for educated participants in areas of natural disasters, social disasters, and incapable of economic terms.
Second Quarter
Inclusion Education Paragraph 1
Special Education for the Specially Needed Participant
Article 89
(1) Special education for special learning participants serves to provide educational services for learers who have difficulty in the study. following the learning process due to physical, emotional, mental, intellectual, and/or social.
(2) Pendtuers for special needs students aim to develop the potential of the learnant optimally according to its ability.
(3) The special needs educated participant is made up of the learnant who: a. Visually impaired; b. purple; c. tunawicara; d. It's a blind spot; e. A tunadaksa; f. A tunncedar; g. It's hard to learn; h. Slow learn; i. autis; j. have motor tampering; k. be a victim of the abuse of narcotics, illicit drugs, and substances
another addictive; and l. have other special needs.
(4) Special needs as referred to in paragraph (3) can also
form a combined of 2 (two) or more special needs, called double tuna.
Article 90
(1) Education Special needs for special learers can
be held on all the lines and types of education in elementary and secondary education.
(2) Special education can be made through special education units. the general education unit, the vocational education unit, and/or the education unit religious.
Article 91
(1) The Local Government guarantees the hosting of special education on
the general education unit and the vocational education unit are in accordance with the needs of the learnable.
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(2) The warranty of special education as referred to in paragraph (1) is conducted by designating at least 1 (one) of the general education unit and 1 (one) of the vocational education unit that provides Special education.
(3) In order to host a special education as referred to in paragraph (3), the Regional Government provides educational resources with respect to the needs of special needs.
Article 92
Special education for educated participants special needs on formal lines hosted through an early child education unit, basic education unit, and secondary education unit.
Article 93
(1) The formal special education unit for students of special needs
for the education of children of age early in the form of exceptional kindergartens or other desigcountries for a unit of similar and equal education.
(2) Special education units for students with special needs in basic educational bodies consist of: a. Exceptional elementary school or other designation for the education unit
Which is kind and equal; and b. the first secondary school is exceptional or otherwise for the unit
a similar and equal education.
(3) The special education unit for students needs special needs on the secondary education level is the high school. exceptional, exceptional vocational high school, or any other designation for a unit of similar and equal education.
(4) A special education unit can be performed integrated between education and/or interchange levels.
(4) The special education unit can be implemented interintered between education and/or interchange type of abnormality.
(5) Special education for learnants needs special may be hosted by an educational unit on a nonformal educational path.
Paragraph 2
Special Education for Distress Attendees Who Have Special Intelligence and/or Special Talent
Article 94
(1) Special Education for Learnists who have the potential of intelligence
and/or special talents function to develop the potential excellence of learers into real achievements according to their characteristic characteristics.
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(2) Special education for learers who have the potential of intelligence and/or special talent aims to actualize the entire potential for its term without ignoring the balance of the development of intelligence spiritual, intellectual, emotional, social, aesthetic, kinestic, and other intelligence.
Article 95
(1) Special education for learners who have potential intelligence and/or special talent can be held on the unit formal education TK/RA, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or any other form an equal.
(2) The special education program for learers who have the potential of intelligence and/or special akat can be: a. the acceleration program; b. enrichment program; and/or c. The talent development program.
(3) The acceleration program as referred to in paragraph (2) is performed
with the requirements: a. Learers have a potential wit and/or special talent
measured with psychological tests; b. Students have high academic potential and/or talent
special in the field of art and/or sport; and c. The organizer education unit has or almost meets the Standard
National Education.
(4) The acceleration program as referred to in paragraph (3) may be performed by applying the semester credit system in accordance with the provisions of the laws.
(5) A special education program for learers who have the potential of intelligence and/or special talent as referred to in verse (2) can be performed in form: a. Usual class; b. special class; or c. special education unit.
Article 96
(1) The Local Government in accordance with its authority is organizing
special services education.
(2) More provisions about the hosting of education special services under the provisions of the laws.
BAB IX
INTERNATIONAL EDUCATIONAL UNIT
Article 97
The international educational unit is a unit of education that has met the National Standards of Education and enriched with educational standards. country forward.
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Section 98
(1) The Local Government hosted at least 1 (one) elementary school
international and/or facilitated the hosting of at least 1 (one) international SD. society.
(2) In terms of the provisions as referred to the paragraph (1) cannot be fulfilled, then the Local Government organizes at least 1 (one) SD developed into an international degree of educational education.
(3) The educational institution of elementary school developed into an educational unit. International fighting as referred to in verse (2) can be done partially according to the study party or subject.
(4) The education is referred to in verse (3)
meets the quality of the SD. The international level of development refers to the applicable laws.
(5) The development of an international system of education is held at most 7 (seven) years.
(6) The Local Government is assisting and Facilitating the event of an international or high-class event. International (s), which is hosted by the people as defined in paragraph (1)
Article 99
The Local Government can host junior high school, high school and SMK or a simple international budget and/or facilitate the hosting of junior high schools, high schools and high school-held international SMK. the provisions of the laws.
Article 100
(1) The basic and medium education units developed into
international cost of education in accordance with the international quality of the schools/madrasas appropriate to the terms of the international level of education/madrasas. Laws.
(2) The Local Government or the public can establish a new international school/madrassa with the requirement to meet: a. National standards of education since school/madrasas stand; and b. International level of school/madrasas guidelines
under the provisions of the laws.
Article 101
(1) The Local Government or the public can host a special education unit and an international nonformal education unit or program.
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(2) Further provisions regarding special education units and units
or international nonformal education programs as referred to in paragraph (1) are governed under the rules of the rules. It's
Section 102
Organizers and educational units are prohibited from using the international word for the names of units of education, programs, classes, and/or subjects unless obtaining the designation or permission of the authorized officer is issued
(1) Article 103
(1) The education unit that violates the provisions of the hosting
International degree of education as referred to in the Article 100 of the paragraph (1) and Section 102 are subject to administrative sanction of a reprimand the first, second, and third written, delay or termination of a subsidy until the revocation of the permit by the Local Government.
(2) Revocation of the permit as referred to in paragraph (1) is carried out after being held the longest coaching 3 (three) years by Local Government.
BAB X
LOCAL SUPERIORITY-BASED EDUCATION UNIT
Article 104
The local excellence-based education unit is an educational unit that has met the National Standards of Education and enriched with the competitive and/or comparative advantage of the area.
Section 105
(1) The Regional Government manages and organizes at least one (one)
education unit on primary and secondary education-based primary education.
(2) The Regional Government facilitates the holding of an educational unit Local excellence-based on primary and secondary education-hosted communities.
Section 106
(1) Local seeds as referred to in Section 104 were developed
based on Regional primacy in the field of business and creative industry based services, entrepreneurial and other fields accordingly Regional development.
(2) The basic and medium education units developed into local excellence must be enriched with the charge of vocational education associated with excellence as referred to in paragraph (1).
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Section 107
(1) Basic and medium education units developed into
local base baerbase education units perform educational quality assurance in accordance with the school quality of the grade or Local primacy-based madrassa refers to the laws applicable.
(2) The Local Government or the public can establish a new school/madrassa that is based on local excellence with the requirements of meeting: a. National standards of education since school/madrasas stand; and b. School quality assurance guidelines/madrasah based on excellence
local that are set under the terms of the law-invitation regulations since school/madrasah stand.
Article 108
(1) Local Government or community can be Host a unit or
a non-formal education program based on local primacy.
(2) Further provisions of a non-formal education unit or program based on local prominence as referred to in paragraph (1) are regulated. under the terms of the laws.
Section 109
(1) the educational unit that violates the provision of
international degree education as referred to in Section 106 of the paragraph (2) and Section 107 of the paragraph (1) is subject to administrative sanction of a reprimand the first, second, and third written, delay or discontinuation of the subsidy until the revocation of the permit by the Local Government.
(2) Revocation of the permit as referred to in paragraph (1) is carried out after
held the longest coaching 3 (three) years by the Local Government.
CHAPTER XI COOPERATION OF FOREIGN EDUCATION INSTITUTIONS WITH EDUCATION UNIT
Section of the Education Organizing Cooperation
Article 110
(1) accredited foreign education institutions or recognized in
countries may host education in the Regions.
(2) The event of an education as referred to in paragraph (1) is required to cooperate with the educational institution in Indonesia at the level of education program or education unit.
(3) The education organizer as referred to in the paragraph (1) must be executed on condition: a. obtain the Minister ' s permission; b. following the National Standards of Education; c. following the national exam for students of primary education and
medium of Indonesian citizens; d. following accreditation by the national accreditation body; and
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e. comply with applicable laws.
(4) The teaching of education as referred to in verse (1) on early child education and primary and secondary education in collaboration with the educational unit in an area of accreditation A or equivalent of the Agency School/Madrasah National Accreditation or from the National Accreditation Board of Nonformal Education.
(5) The ownership of the foreign agency in the program or an education unit organized together as it is referred to in verse (1) to the verse (3) executed in accordance with the provisions of the laws.
(6) The program or educational unit held together as referred to in paragraph (1) to the paragraph (3) is required to include at least 30% (thirty percent) of Indonesian citizens ' educators.
(7) the Program or The unit of education organized together as referred to in verse (1) to the paragraph (3) is required to include at least 80% (eighty percent) of the education workforce of Indonesia.
Article 111
(1) Program or an educational unit organized together
as referred to in Article 110 of the paragraph (2) is an international educational unit or unit of education or a local level of excellence education.
(2) The Program or educational unit as referred to in paragraph (1) is required to apply the remuneration system justice for all educators and educationist.
Part Two
Cooperation Management Management
Article 112
(1) Early-age child education unit, the primary and secondary education unit in the area can work together. In the academic field with the foreign education unit in the management of education.
(2) The cooperation as referred to in paragraph (1) aims: a. improving the quality of education; b. expand the partnership network; and/or c. organizes educational units or courses of study af
international or local excellence-based.
(3) Academic cooperation as referred to paragraph (1) is: a. exchange of educators and/or educational power; b. exchange educated participants; c. resource utilization; d. The program is twinned; e. the host of extracurricular activities; and/or f. Cooperation is considered necessary.
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Article 113
(1) Non-formal education units may establish academic and/or non-academic cooperation with other state educational institutions.
(2) Non-formal educational unit cooperation as referred to in verse (1) aims to improve the quality of education and/or expand the partnership network for the benefit of a nonformal educational unit.
(3) The cooperation is referred to in paragraph (1) only can be performed by a non-formal educational unit accredited by the National Accreditation Board of Nonformal Education. establishment in accordance with the provisions of the laws.
(4) More terms on the implementation of educational cooperation forms as referred to in paragraph (1) under the provisions of the laws.
Section 114
(1) The Government and/or the Local Government in accordance with its authority
may provide administrative sanction of warning, incorporation, delay or cancellation of educational resources to the unit education to the unit of education, the freezing, the closure of the educational unit and/or the educational program that carries out an education that is not appropriate to the as referred to in Article 111 of the paragraph (2).
(2) Another country education unit that organizes education in cooperation with an education unit in Indonesia which does not comply with the provisions as referred to in Article 110 of the paragraph (2) is subject to administrative sanction of a reprimand written, freezing, and/or closing of an educational unit by the Regent.
(3) The Indonesian education unit that carries out management cooperation with other state education units that does not comply with the conditions as referred to in the Article 112 (3) is subject to administrative sanction of a written reprimand, freezing,
BAB XII
THE RIGHT AND OBLIGATION OF THE LEARNABLE PART
Attendee ' s Rights
Article 115
(1) Each student is educated on each unit of education is entitled to: a. obtain a religious education in accordance with its adhered religion
and taught by a religious educator; b. get education services in accordance with talent, interest, and
ability; c. earn a scholarship for the accomplishment whose parents are not
able to finance his education;
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d. get an education fee for those whose parents are unable to afford his education;
e. move to educational programs on track and other educational units equivalent; and
f. complete the education program in accordance with each other's learning speed and does not deviate from the specified time limit.
(2) A foreign citizen can be an educated participant in the education unit
is held in the territory of the Republic of Indonesia. (3) The provisions regarding the rights of the learer as referred to in the paragraph
(1), and the paragraph (2) are governed by the unit of education in question.
The Second Part of the Participant's Oblicity
Article 116
(1) The educated Participant is obliged:
a. follow the learning process according to the rules of the education unit by upholding the academic norms and ethics;
b. following the process of religious learning and improvement of faith, the sharpness in accordance with the religion of the protege;
c. perform worship in accordance with its religious religion and respect the practice of worship of other religious students;
d. Respect for educators and the power of education; e. maintaining a sense of confusion and peace to realize harmony
social; f. love of family, community, nation, and country, as well as loving
fellow learners; g. love and preserve the environment; h. Take care of the means and infrastructure, cleanliness,
security, and order of the education unit; i. participate in maintaining and maintaining the means and amenities, cleanliness,
security, and public order; j. bear the cost of managing and hosting education, except
that is exempt from liability; k. maintaining the prestige and good name of the education unit that
is concerned; and l. comply with all applicable regulations.
(2) Liability as referred to in paragraph (1) is exercised under
the guidance and instruction of educators and the education workforce, as well as the breeding of the learners.
(3) The provisions of further concerning the obligations of the educated participant as referred to in paragraph (1) is governed by the unit of education concerned.
Article 117
The educated participants who do not carry out the obligations as referred to in Section 116 of the paragraph (1) Administrative sanction is subject to a warning, suspension, and/or removed from the the unit of education by the education unit.
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BAB XIII
RELIGIOUS EDUCATION
Article 118
(1) Religious education forms the human beings of Indonesia who believe and fear God Almighty as well as noble and capable of maintaining peace. (2) Religious education aims to develop the ability of participants
educate in understanding, memorize, and observe the religious values that give rise to the science of the sciences. knowledge, technology and art.
Article 119
Every unit of education on all pathways, cranes, and types of education are mandatory for religious education.
Article 120
(1) Religious education on formal education and equality education programs are at least organized in the form of subjects religion.
(2) Every educational unit provides a place for hosting a religious education.
(3) The educational unit that cannot provide a place of hosting religious education as referred to in verse (2) can work together with an educational unit that is a level or organizer of religious education in
(4) Each unit of education provides a place and an opportunity for educated participants to carry out worship based on the religious provisions practiced by the learnant.
(5) The place of carrying out religious worship as referred to in verse (4) can be a room in or around the educational unit environment that the learer performs its worship.
Article 121
(1) Curriculum Religious education is implemented according to the National Standard
Education.
(2) Religious education is taught in accordance with the psychiatric development stage of educated participants.
(3) Religious education encourages learners to obey their religious teachings in daily life and make religion as a The foundation of ethics and morals in a private, family, community, nation, and country.
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(4) Religious education embodied harmony, harmony, and respect among fellow religious adheres and against other religious adheres.
(5) Religious education builds a mental attitude of learners to the Behave and behave honestly, trust, discipline, work hard, self-confident, confident, competitive, cooperative, sincere, and responsible.
(6) Religious education foster a critical, innovative, and dynamic attitude, thus becoming a participant's enabler. educate to have competence in the fields of science, technology, art, and/or sport.
(7) Religious education is organized interactive, inspiring, fun, challenging, encouraging creativity and self-reliance, as well as cultivating motivation for a successful life.
(8) The education unit can add Religious education payloads as needed.
(9) The study of religious education as referred to in verse (8) can be additional materials, hours of instruction, and/or depth of matter.
Article 122
(1) Religious education Education on units education hosted
by Local Government provided by The Regional Government is under the provisions of the laws.
(2) The teaching of religious education in educational units organized
by the public is provided by the unit of education concerned or with other educational units.
Article 123
(1) The education unit is hosting a religious education not
in accordance with the provisions as referred to in Section 119, Section 120 and Section 121 are subject to administrative sanction of the warning up to the closing of the following coaching/refringation Local Government.
(2) administrative sanctions as referred to on verse (1) for:
a. the primary and secondary education unit organized by the Regional Government is carried out by the Regent after obtaining consideration of the Head of the Ministry of Religious Affairs of Bantul County; and
b. Primary and secondary education units organized by the public are conducted by the Head of the Service after obtaining consideration of the Chief Office of the Ministry of Religious Affairs Bantul.
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BAB XIV RELIGIOUS EDUCATION
Article 124
(1) Religious education serves to prepare the learners to be
members of the public who understand and observe the values of their religious teachings. and/or be a religious science expert.
(2) The religious education aims for the formation of educated participants who understand and observe their religious values and/or become an insightful, critical, creative, innovative and innovative religious science expert. dynamic in order to preach the life of the faithful, the righteous, and the life of the believers. Your majesty.
Article 125
Religious education is organized on formal, nonformal, and informal education lines.
Article 126
(1) Religious education organizes the education of science which
sourced from the teaching of religion.
(2) The teaching of the study of the teaching of religion as referred to in verse (1) that combines religious and general science/skills primarily aims to prepare the learers to move on. the same type or proceed to public education or the other on a level Next.
Section 127
(1) Educary religious education of primary education and
accredited medium is entitled to move to the equivalent level of Primary School (SD), Madrasah Ibtidaiyah (MI), Secondary School First (SMP), Madrasah Tsanawiyah (MTs), High School (High School), Madrasah Aliyah (MA), Vocational High School (SMK), or other forms are equivalent after meeting requirements.
(2) The results of nonformal and/or informal religious education may be equal to the results of religious/umum/vocational formal education after passing the exam organized by an accredited education unit appointed by the Government and/or the Regional Government.
(3) Formal, Nonformal, and informal religious education educated participants who obtained an equal degree General/vocational education may proceed to the next level in religious education or other types of education.
(4) Further provisions of the acceptance of new educated participants and the displacement of education educated participants. religious in public education, set according to regulatory provisions It's
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Section 128
Local governments may provide educational resources to religious education.
Section 129
(1) Religious education may be a unit or educational program.
(2) Religious education can be established by the Local Government and/or society as per law.
(3) The terms of the establishment of a religious education unit as referred to in paragraph (1) are composed of: a. The content of education/curriculum; b. the number and qualifications of educators and educationist; c. the means and infrastructure that allow the organizers to be activities
learning; d. the source of financing for the continuity of the security education program-
the lack for 1 (one) education/academic year is next; e. evaluation system; and f. management and educational processes.
BAB XV
EDUCATORS AND EDUCATION WORKFORCE Section
General
Article 130
Educators and education personnel on education units and programs are executors and support. staging education.
Second Section
Type, Task, and Tangung Answer
Article 131
(1) Educary is the education of education qualified as teachers, counselors, pamong learning, widyaiswara, tutor, instructor, The fasilisator, and other designations in accordance with its partisness, and participates in the hosting an education.
(2) Eductable as referred to in paragraph (1) has the following tasks and responsibilities as follows: a. teachers as professionals educate, teach, guide,
direct, train, assess, and evaluate educated participants in early-child education of formal education channels, primary education, and secondary education;
b. Counselors as professional educators provide counseling services to learers in the educational unit of primary education, secondary education, and higher education;
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c. pamong learn as professional educators educating, guiding,
teaching, training, assessing, and evaluating learners, and developing model learning programs, learning tools, and management. learning on a nonformal educational path;
d. widyaiswara as an educationist professional educator, mangajar, and training educated participants on education and training programs of prepost and/or in office organized by the Local Government;
e. Tutors as professional educators provide learning assistance to learnings in remote learning and/or face-to-face learning in formal and nonformal line education units;
f. instructors as professional educators provide technical training to the learers on the course and/or training;
g. The fasilisator as a professional educator trained and assessed at educational and training institutions;
h. Early childhood education as a professional educator, guiding, training, assessing the development of an early child in the playing group, daycare and other similar forms on a nonformal educational path;
i. Special guidance teachers as professional educators guide, teach, assess, and evaluate abnormality students in public education units, vocational education units, and/or religious education units; and
j. nara technical sources as professional educators train certain skills for learers on equality education.
Article 132
(1) Teachers must have academic qualification, certification and competence
pursuant to the provisions of the laws.
(2) Academic qualifications and teacher ' s competence on formal education units must conform to the provisions of the laws.
(3) Academic qualifications and educator ' s competence other than teachers are set based on parrules laws.
(4) Academic qualifications and educator competence on nonformal educational pathways is set up with the Rule of Regents.
Article 133
(1) Educency other than educators as referred to in Section
110 includes maintainers education unit, inspectors, supervisors, researchers, developers, library power, laboratory power, learning source technicians, administrative power, psychologists, social workers, therapists, cleanliness and security, as well as the power of other desigcountries work on the education unit.
(2) The power of education as In fact, it is a duty and responsibility for the following: a. the management of the educational unit manages the educational unit at
formal or nonformal education; b. Viewing, monitoring, and coaching on the unit
Nonformal education;
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c. superintendent conducts monitoring, assessment and coaching on formal education units of early-age children, primary education, and secondary education;
d. Researchers conducted research in the field of education in early child education, primary education, secondary education, and higher education, as well as a nonformal education;
e. The developer or engineer does development or adhesives in the field of education in the education unit of early childhood, primary education, secondary education, and higher education, and nonformal education;
f. Library power conducts library management on education units;
g. Laboratory power helps educators manage the practicality activities in the educational unit laboratory;
h. The source technician learns to prepare, maintain, improve the means and infrastructure in the education unit;
i. The administration of the administration is organizing administrative services on the education unit;
j. Psychologists provide psychopathy-pedagogical assistance services to learners and educators on special education and early childhood education;
k. Social worker education provides sociological-pedagogical assistance services to learners and educators on special education or special services education;
l. The therapist provides the service of physiological-kinesiological assistance to the learners on special education; and
m. Hygiene and security services provide environmental and environmental hygiene services of education unit.
Third Section
Appointment, Placement, Transfer, and Stop
Section 134
Local Government is planning the needs of educators and the education workforce that meet the National Standards of Education based on planning needs in accordance with the laws.
Section 135
(1) Rapture, placement, transfer, and dismissal of educators
and education personnel on education units organized by the Local Government are implemented in accordance with regulatory provisions It's
(2) Rapture, placement, removal, and dismissal of educators and educational power by the Local Government is exercised in the framework of expansion and alignment of educational access as well as improving the quality, competemability, and relevance of education.
(3) Rapture, placement, removal, and dismissal of educators and educationist on education units organized by the public is carried out by educational organizers established by the public under the agreement work and in accordance with the provisions of the laws.
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Fourth Career Coaching, Promotion, and Awards
Paragraph 1 Coaching Career
Article 136
(1) The Local Government is required to conduct an educator career coaching and
power Education is consistent with a career coaching pattern under the provisions of the laws.
(2) The educational organizer of the public is required to undertake the coaching of the career of educators and the education workforce in the unit of education that is held in accordance with the career coaching pattern as referred to in verse (1).
(3) Coaching career coaching is exercised in the form of improved academic qualifications and/or competence as a learning agent by referring to the National Standards of Education.
(4) Coaching of the career of education exercised in the form of improved academic qualification and/or managerial and/or managerial competence as an educational power by referring to the National Standards of Education.
Paragraph 2
Promotion and Award
Article 137
Promotions and awards for educators and educational power are carried out based on the background of education, experience, ability, and work achievement in education.
Article 138
(1) Promotion for educators and educationist as referred to in Article 137 is given in the form of a rise pangkat/group, promotion, and/or other forms of promotion exercised in accordance with the provisions of the laws.
(2) Promotion for educators and educationist not civil servants on education units organized by the public is exercised in accordance with the basic budget and household budgets of education and provision The invitational rules.
Article 139
(1) The award for educationist and educational power as
referred to in Article 137 is given by: a. Bupati on the Regency level; b. Seagull at the subdistrict level; c. Lurah Village at the Village level; and d. The leader of the education unit at the level of education unit.
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(2) Awards for educators and educationist can be provided by the public and professional organizations at the international, national, provincial, county, district, district, village, and/or unit level of education.
(3) The award as referred to in paragraph (1) and paragraph (2) is provided in accordance with the provisions of the laws, in the form: a. A service mark; b. promotion; c. charter; d. money; and/or e. other rewards form.
Article 140
(1) The Local Government awards educators and/or
dedicated education workers who serve in border areas with other regions, areas that are in disaster natural, social disaster, or area that is in another state of emergency.
(2) Educency or educational power that is killed in carrying out the duties of obtaining an award from the Local Government, and/or the organizers of the education unit accordingly with the provisions of the laws.
Fifth Quarter
Prohibition
Article 141
Educency and education power, both individual and collective, are forbidden: a. sells textbooks, teaching materials, equipment supplies, clothes
uniforms, or uniform pakain materials in the educational unit; b. Charge in providing study guidance or tutoring to
learers in the education unit; c. do everything both directly or indirectly
which spate the integrity of the results evaluation of the participants Protege; and/or d. Perform levies on both directly and
not directly contrary to the provisions of the invite-invite rule.
Section 142
(1) The learnable is responsible and responsible as
referred to in Article 131 of the paragraph (2) for no reason to be held accountable for administrative sanction in accordance with the provisions of the laws.
(2) the power of education that is the duty and/or its obligations
as referred to in Article 133 of the paragraph (2) for no reason to be held accountable for administrative sanction in accordance with the rules of the law. It's
(3) civil servants ' education or education personnel in violation of
the provisions as referred to in Section 141 are subject to administrative sanction in accordance with the provisions of the laws.
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(4) Educency or educency is not a civil servant in violation of the provisions as referred to in Section 135 paragraph (3) subject to sanctions pursuant to a work agreement or joint work agreement and the provisions of the laws.
(5) Someone who raises, puts, moved, or
dismiss educationist or educationist contrary to the provisions as referred to in Article 135 without valid reason, administrative sanction A written reprimand, delay in regular pay increases, delay promotion, exemption from office, stop with respect, and/or stop with no respect from office.
BAB XVI
ESTABLISHMENT AND DEVELOPMENT The Education Unit of the Kesatu
Formal Education Unit
Article 143
(1) The establishment and development of an education unit on an early child education, primary education, secondary education, is required to obtain permission from the Local Government.
(2) The establishment and development of the education unit on education early childhood, primary education, and secondary or simple education in the religious ministry environment are provided in accordance with the applicable laws
(3) The establishment Permit as referred to in paragraph (1) for PAUD, SD, Junior high school, high school, and SMK were given after meeting minimum service standards up to National Standards of Education.
(4) Development permit as referred to in paragraph (1) for SD, junior high school, high school, and SMK became a unit of local excellence-based education granted after meeting the National Standards of Education.
(5) The provisions further on the manner of the granting of the establishment permit and the development of a formal education unit as referred to in paragraph (1), paragraph (3) and paragraph (4) are further governed by the Regent Regulation.
Section 144
(1) The Terms of Use establishment of educational units covering education contents, number
and qualification educators and education, means and educational resources, education financing, evaluation and certification systems, and management and educational processes.
(2) The terms as referred to in paragraph (1) are guidelines on the terms of the Standard National Education.
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(3) In addition to the terms as referred to in paragraph (1) the establishment of an educational unit must attach: a. the results of a feasibility study on the prospect of a unit of education
formal in terms of spatial, geographical, and ecologically; b. the results of a feasibility study on the prospect of a unit of education
formal in terms of listing prospects, finance, social, and culture; c. data on the balance between the number of formal education units
with the school-age population at the region; d. data regarding the estimated educational unit distance proposed in
between the same type of formal education unit groups; e. data on the capacity of the display power and scope of the unit range
formal education of the same type existing; and f. data on estimated financing for the continuity of education
at least for 1 (one) the next academic year.
Second Section Nonformal Education Unit
Section 145
(1) Establishment and development of units Compulsory nonformal education
obtaining permission from the Local Government. (2) The establishment and development of a nonformal education unit in
early child education, primary education, and secondary or a simple education in the Ministry of Religious Affairs is provided in accordance with the laws.
(3) Further provisions on the terms of establishment and grammar
granting education and development unit permissions are subject to paragraph (1) governed by the Rule of Law.
Section 146
Government and/or The Regional Government in accordance with its authority may provide administrative sanctions of caution, incorporation, delay or cancellation of educational resources to the units of education, freezing, unit closure. education and/or educational programs that carry out an education that It is not appropriate to be referred to in Article 144.
BAB XVII
The role as well as the society of the Kesatu
General
Article 147
Society can play a role as well as in the holding of education through various components of society, community-based education, Council Education, and the School Board/Madrasah.
Article 148
(1) The society plays a role as well as in the execution of a compulsory start to study 12
(twelve) years.
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(2) The public is responsible for creating a situation that is conducive to
the cultural multiplier learning in particular to students in their respective environments, in a way: a. shutting down the entertainment/game tool and the means of communication that
may interfere with the effectiveness of learning at 18:00 WIB until 20:00 WIB except on holidays; and
b. provisioning of community learning sources.
(3) The public was instrumental in creating the conducive situation at the time the school hours took place by encouraging each student to be in school at school hours.
Article 149
(1) Any Enterprise located in the Section as well as in
hosting education.
(2) The role as well as the company as referred to in paragraph (1) by means of giving at least 20% (twenty percent) of The entire organization of corporate concern is the obligation to host. education.
(3) The funds as referred to in paragraph (2) are further referred to as the Bantul Cerdas Fund.
(4) The intelligent Bantul Funds may also come from various interested in advancing education in the area, in the form of a Non-binding social funds and do not have any consequences.
(5) The Bantul Cerdas fund originating from the company as referred to in paragraph (2) and paragraph (3) is allocated as follows: a. Hosting early childhood education, both formal and
non formal; b. Students who are at risk of school dropout; and c. procurement of facilities and education in education units
nearest to the company's location.
(6) The absence of the educational means and infrastructure as referred to in paragraph (5) letter c, belonging to the Local Government exercised with guidelines on the applicable laws.
(7) The Company and others are conveing the use information of the Bantul Smart Funds on the organization of the regional devices related.
Second Section
Function
Section 150
Role and the community in education serves to improve access, quality, competability, relevance, governance, and accountability of management and hosting education.
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Third Part Component of Role as well as Society
Section 151
(1) The role as well as society includes roles as well as individuals, groups,
families, professions, employers, and organizations (2) The role and society as referred to in verse (1) may be the source, executor, and user of the educational results in the form: a. provisioning of educational resources; b. host of education units; c. use of educational results; d. The supervision of an educational institution; e. education management oversight; f. Consideration in decision making that
impacts the education stakeholders in general; and/or
g. Providing assistance or facilities to the education unit and/or the organizer of the education unit in performing its functions.
(3) Surveillance as referred to in paragraph (2) d and letter e
does not include the examination being the authority of a functional supervising authority.
(4) The role as well as society in particular in education can be channeled through: a. Education Board; b. School Board/Madrasah Committee; and/or c. Educational representation of the educational unit stakeholders.
(5) The profession organization can play a role as well as in education through:
a. the quality control of the profession; b. Considerations of undergraduate or diploma study programs
four of which are likely to continue on profession education;
c. awarding the curriculum of relevant vocational or vocational studies programs;
d. Competency and competency certification for the competency and competency certification are available by the education unit;
the accreditation of a study program or an educational unit; and/or f. other roles relevant to his profession.Fourth Section
Community Based Education
Article 152
(1) Public-based education may be exercised on formal and/or nonformal educational units at All kinds and types of education.
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(2) The public can host a society-based education unit on formal and/or non-formal education in accordance with religious, social environment, and cultural interests for the benefit of the community.
Article 153
(1) The curriculum of a society-based education unit as referred to
in Section 152 meets the National Standard of Education.
(2) The society-based education unit as referred to in Section 152 can develop a curriculum in accordance with religious distinctiveness or social and cultural environment Each one
section 154
(1) The management and hosting of community-based education units
on formal and nonformal education are executed in accordance with the provisions of the laws.
(2) The organizers of a society-based education unit may develop a pattern of educational units in accordance with their respective religious or cultural social distinctiveness.
(3) The organizers of a society-based education unit may develop a pattern of management of an education unit in accordance with the religious or social social distinctiveness of each.
Fifth Section
Board of Education
Article 155
(1) The Board of Education serves in improving the quality of education services by providing consideration, direction and support of power, means and infrastructure, as well as supervision. education.
(2) The Board of Education performs its function independently and professionally.
(3) The Board of Education is tasked with establishing, analyzing, and providing a recommendation to the regent against complaints, advice, criticism, and aspirations. public in the field of education.
(4) The Board of Education reported the implementation of assignment as intended
in paragraph (3) to the public via print, electronic, page, meeting, and/or other forms of type as public accountability.
(5) Members of the Board of Education consist of a person who is a member of the public from:
a. educational expert; b. education organizer; c. A businessman; d. the organization organization; e. Education is based on religious or social-based education; f. International education; g. local excellence-based education; and/or
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h. Social organization social organization.
(6) The recruitment of candidate members of the Board of Education is implemented through announcements in print, electronics, and pages.
(7) The membership of the Board of Education is 5 (five) years and can be selected returns for 1 (one) times the term.
(8) The Board of Education Councillors can be dismissed if: a. resign; b. died; c. was unable to carry out the task due to a fixed impediation; or d. sentenced to criminal offences under the
court ruling that has obtained a fixed legal force.
(9) Susunan of the Regional Education Board has at least consisted of board chairmen and secretary.
(10) Members of the Board of Education are gasal.
(11) The Chairman and other secretary or other orderman as referred to in verse (9) are chosen from and by the members deliberations of the assembly or through the vote.
(12) The funding of the Board of Education can be sourced from: a. State Government; b. communities; c. non-binding foreign side assistance; and/or d. Another valid source.
Article 156
(1) The Board of Education is located in the capital of the County. (2) The Member of the Regional Education Board is at most 11 (eleven)
people. (3) The regent forms a committee of members of the Board of Education.
(4) The regent establishes the members of the Board of Education on the basis of a proposal
of the selection committee of the Board of Education.
(5) Tata the way and the electoral mechanism of the Council members The School Board/Madrasah School Board
Article 157
(1) The School Board/Madrasah Committee functions in improving the quality of education services by giving consideration, direction and support of power, means and infrastructure, as well as oversight education at the level of education unit.
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(2) The School Board/Madrasah Committee performs its functions independently and professionally.
(3) The School Board/Madrasah Committee notices and follows up
against complaints, advice, criticism, and aspiration
(4) The School Board/Madrasah Committee is set up for 1 (one) unit
education or joint formal education unit on primary and secondary education.
(5) the education unit is have an educated participant of less than 200 (two hundred)
people can form the Board Schools/Madrasah committees are combined with other types of educational units.
(6) The School Board/Madrasah Committee is based in the unit of education. (7) The School Board ' s Funding/Madrasah Committee may be sourced from:
a. State Government; b. communities; c. non-binding foreign side assistance; and/or d. Another valid source.
Article 158
(1) The members of the School Board/Madrasah Committee number at most 15
(fifteen) people, composed of elements: a. Parent/guardian of the educated participants is at most 50% (fifty percent); b. The public figure is at most 30% (thirty percent); and c. the relevant education expert is at most 30% (thirty percent).
(2) The School Board membership term/Madrasah Committee is 3
(three) years and can be reelected for 1 (one) times the term. (3) The members of the School Board/Madrasah Committee may be terminated if:
a. resign; b. Died; or c. unable to carry out the task due to a fixed impediation; d. sentenced to criminal offences under the
court ruling that has obtained a fixed legal force.
(4) The School Board's management/Madrasah committee consists of the chairman and the secretary.
(5) Members of the School Board/Madrasah Committee are selected through the meeting
The elders/guardians of the education unit educated.
(6) The Chairman and Secretary of the School Board/Madrasah Committee as referred to in paragraph (4) was chosen from and by the member (7) Member, secretary, and vote.
(7) Members, secretaries, and School Board Chairman/Madrasah Committee
is set by the Principal.
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Seventh Section
Prohibition
Article 159
The Board of Education and/or the School Board/Madrasah Committee, both individual and collective are prohibited: a. sells textbooks, teaching materials, ingredients supplies, clothes
uniforms, or uniform clothing materials in the education unit; b. Collect the study guidance fee or a lesson from the learer or person
/her tua/guardian in the unit of education; c. injure the integrity of the evaluation of the results of the study of the learnant directly
or indirectly; d. Injure the integrity of the new student acceptance selection selection
directly or indirectly; and/or e. Perform other activities that hurt the integrity of the education unit
directly or indirectly.
Article 160
(1) Members of the Board of Education or the School Board/Madrasah Committee are in violation of the terms as It is referred to in Article 159 of the administrative sanction of a written reprimand by the Local Government.
(2) Members of the Board of Education or the School Board/Madrasah Committee who exercise their duties beyond the function and duties of the Board of Education as referred to in Section 155 paragraph (1), paragraph (3) and Section 157 paragraph (1) are subject to the terms of this section. The administrative form of a reprimand is written by the Local Government.
BAB XVIII
SUPERVISION
Article 161
(1) The supervision of the management and hosting of education is conducted by the Regional Government, the Board of Education and/or the Council School/Madrasah Committee.
(2) The supervision of the management and hosting of education as referred to in paragraph (1) is exercised in accordance with the provisions of the laws.
Section 162
(1) The management and retention of education includes
administrative and educational administrative supervision executed in accordance with the provisions of the laws.
(2) The Local Government carries out oversight of management and
hosting early child education, primary education, secondary education, and nonformal education.
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Section 163
(1) The Local Government is following up to the complaint of the community on deviations in the field of education in accordance with the provisions of the laws.
(2) Advanced as referred to as paragraph (1) is performed in the form of clarification, verification, or investigation if: a. The complaint is accompanied by a clear tatters ' identity; and b. complainers provide proof of an aberration.
Section 164
(1) The supervision as referred to in Section 161 can be performed
in the form of a general examination, performance inspection, special examination, thematic examination, examination investigations, and/or an integrated examination in accordance with the provisions of the invite-an invitation.
(2) The results of the supervision as referred to in paragraph (1) are reported to the agency or the institution in accordance with the provisions of the perinvite rules- invitation.
(3) The check as referred to in paragraph (1) is only done by a functional supervising institute that has the authority and competency of the examination in accordance with the provisions of the invite-invitation rules.
Section 165
In carrying out clarification, verification, or investigation as intended in Article 164 paragraph (1) of the Regional Government may appoint an independent examination institute.
Article 166
(1) The Board of Education carries out oversight of the management and
education hosting.
(2) The results of the supervision by the Regional Education Board reported to the Regent.
Article 167
(1) The School Board/Madrasah Committee carries out oversight of
managing and hosting education at the level of education unit.
(2) The results of the supervision by the School Board/Madrasah Committee were reported to the meeting of people The teachers and teachers attended and attended the teachers ' board.
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BAB XIX
provisions INQUIRY
Section 168
In addition to the Indonesian National Police Investigators, the investigation of the breach in the Regulation of the Area is carried out by Investigators of the Civil Service. (PPNS) in the Regional Government environment.
Section 169
In carrying out the assignment of the investigation, Investigators of the Civil Service as referred to in Article 168 of the authorities: a. receive, search, collect and research the information or report
with respect to the criminal offense; b. Research, search and collect information about a person
or body about the correctness of the actions committed in connection with the criminal offense;
c. requesting the information and the evidence of a person or person in connection with the person or agency. with a felony;
d. examine the books, notes and other documents with regard to the criminal offense;
e. Conducting a search warrant for bookkeeping, logging, and other documents, and confiscation of the evidence;
f. ask for expert power assistance in order to perform criminal investigation tasks;
g. Order to stop, prohibit someone from leaving the room or place at the time of inspection and checking the identity of the person and or the document being carried out as referred to in the letter e;
h. taking fingerprints and photographing someone with respect to a felony;
i. calls for people to be heard of his attachment and checked as a suspect or a witness;
j. Stopping the investigation after receiving instructions from the police investigator that there is not enough evidence or the event is not a criminal offence, and the subsequent investigation through the police investigator tells the public prosecutor. the suspect or his family; and
k. do other actions that need to be subject to a criminal investigation according to a law that can be accounted for.
BAB XX
CRIMINAL provisions
Article 170
Criminal Tindak in the field of management and staging education committed by units or educational programs, parents/guardians of students, SD/MI, SMP/MTS, High School, Foreign Education Institution, Education, Education Board/School Committee, threatened with criminal penalties as set in Law No. 20 of 2003 on the National Education System.
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BAB XXI
provisions CLOSING
Section 171
At the time the Regional Regulation is in effect, the Bantul County District Regulation Number 13 of 2002 on the Training System in Education The County Helpl (Sheet County Help of the D series D Number 23 of 2002) was revoked and declared not in effect.
Article 172
The rules of this area begin to apply to the date of the promulglands. In order for everyone to know, order the invitational of this Area's Regulation with its placement in the Administrative District Sheet.
Set in Bantul on November 1, 2012 BUPATI HELPL, ttd SRI SURYA WIDATI
Reundrased in Bantul on November 1, 2012 SECRETARY OF COUNTY COUNTY HELP ttd RIYANTONO
LEAF COUNTY DISTRICT 2012 2012 NUMBER 11
Copy in accordance with the original
CHIEF LAW
TTD
ANDHY SOELYSTYO, S.H., M. Hum
Penata Level I (III/d)
NIP.196402191986031023
66
EXPLANATION
UP
AID COUNTY COUNTY RULES
NUMBER 13 IN 2012
ABOUT
MANAGEMENT AND HOSTING EDUCATION
I. UMUM that in accordance with the provisions in Article 11 of the Act
Number 20 of 2003 on the National Education System confirms that the Government and the Government of Regions are required to provide services and ease, guarantees the education of education The quality of any citizen without discrimination, as well as guarantee the availability of funds for every citizen who is seven to fifteen years old.
The development of education field. A priority is always an improvement over the years. In addition to the provision of the rights of each Indonesian citizen, it is also intended that the implementation of education in Indonesia is also increasingly good. It is not only a mere account of the academic mastery but must be balanced with increased faith and a slingness to the Almighty God as well as noble beraclaq.
In terms of the role as well as the public in support of the process of the process Learning to teach also has to be emphatically explicit, in order for contributions to the development of the education sector to be accounted for transparently.
Pay attention to the authority it has, then Bantul County Government An obligation to provide and manage the field of education as best In order to be able to walk together, support each other in achieving a vision and a mission that has been established. This is where the urgency of management and staging is formalized in the form of Regional Regulations.
The Bantul County Government in 2002 had established the Bantul County District Regulation Number 13 of 2002 on the Hosting System. Education in Bantul Regency, but with the provisions of new laws governing in the field of education, the Regional Regulations are no longer in compliance and need to be established in a new Regional Regulation.
A relationship. With that with the guidelines on all the rules. The laws need to be drafted in the new regional regulations governing the management and hosting of education in Bantul County.
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In Regulation of the Regions it regulates the various matters relating to the management of education, the hosting of education, educational institution cooperation, the obligation of learers, educators and the workforce educators, the founding of the educational unit, the role as well as society, the Board of Education, the School Board/Madrasah Committee, oversight and sanctions.
II. ARTICLE BY SECTION
Article 1 reasonably clear
Article 2 reasonably clear
Article 3 reasonably clear
Article 4 The letter of education is democratic
and justice and non-discriminatory with upholding Human rights, religious values, cultural values, and the plurality of the nation are through the selation of the religious value in a rangk of the vision of RPJMD Bantul County.
The letter b is quite clear the letter c is quite clear the letter d Quite clearly the letter e Quite enough Clearly, the letter f is quite clear. The letter h is quite clear.
Article 5 is pretty clear
Article 6 Is pretty clear
Article 7 Verse 1 Quite clear Verse 2 Not for the parents has limitations Verse 3 Quite clearly Verse 4 Quite clear
Article 8 Verse (1) Quite clearly Verse (2)
Alocation of the budget shopping function at APBD Includes capital shopping, goods shopping, employee shopping, social aid shopping, financial aid shopping and grant shopping.
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Verse (3) Pretty clear
Verse (4) Clear enough
Article 9 reasonably clear
Article 10 Verse (1)
The target rate of education participation is performed based on the target level of provincial participation and Nacional participation rate.
Verse (2) Pretty clear
Verse (3) Pretty clear
Article 11 reasonably clear
Article 12 reasonably clear
Article 13 reasonably clear
Article 14 reasonably clear
Article 15 reasonably clear
Article 15 is clear enough
Article 15 is clear enough
16 Quite clear
Article 17 is pretty clear
Article 18 is pretty clear
Article 19 is pretty clear
Article 20 reasonably clear
Article 21 reasonably clear
Article 22 reasonably clear
Article 23 reasonably clear
Article 24 reasonably clear
Article 25 reasonably clear
Article 26 reasonably clear
Article 27 reasonably clear
Article 28 Pretty clear
Article 29 Pretty clear
Article 30 is pretty clear
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Article 31
Quite clear Article 32
Quite clearly Article 33
Quite clearly Article 34
Quite clear Article 35
Quite clearly Article 36
Quite clear Article 37
Quite clear Pasal38
Clear enough Article 39
Quite clearly Article 40
Quite clearly Article 41
Quite clearly Article 42
Quite clearly Article 43
Quite clearly Article 44
Verse (1) referred to "other forms that are simply" in a statement. This provision among others Bustanul Athfal (BA), Tarbiyatul Athfal (TA), Kindergarten Al Qur'an (TKA), Education Park Al Qur'an (TPQ), Adi Sekha, and Pratama Widyalaya.
Verse (2) Pretty clear
Verse (3) Pretty clear
Article 45 Pretty clear
Article 46 Verse (1)
Quite clearly Verse (2)
The form of discrimination among others is distinctidless Gender, religion, ethnicity, social status, economic ability, and physical or mental state of the child.
Article 47 Quite clearly
Article 48 Verse (1)
Quite clearly Verse (2)
The letter of a Program of religious and religious learning Your majesty in kindergarten, RA or other form is simply intended for the increased spiritual potential of participants. Educated by an example of an educator from educators to become a habit of a day.
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days, both inside and outside the school so as to be the way of school culture.
The letter b of the social and personality learning program in kindergarten, RA or any other form is simply intended for formation. The awareness and insights of participants are educated in the right and their duty as citizens, and there is a social interaction and understanding of self and improvement of self-quality as a society that has a sense of confidence.
The Program c Learning of orientation and recognition of knowledge and technology in kindergarten, RA or other forms The simplest is to be prepared to prepare students academically entering elementary, MI, or other forms that are simple by emphasizing the preparation of the ability to communicate and logically through speaking, listening, reading, writing. And the arithmetic that needs to be done in a heart-to-heart, does not feel, and is fun that the child likes to learn.
The letter d of the Program, the learning of the following in kindergarten, RA or any other form that is simply intended to improve The sensivity, the ability to express oneself and the ability to appreciate beauty and harmony realized in daily behavior.
The letter e Program of physical learning, exercise and health in kindergarten, RA or other form is simply intended to increase physical potential and instill sportsmanship as well as conscious life of a healthy and clean life.
Verse (3) Letter a
Pretty clear the letter b
Quite clearly the letter c
Quite clearly the Letter d
referred to "psychosocial stimulation" in this provision is educational stimuli Growing the sensitivity of understanding and attitude towards the surrounding social environment. For example understand and be polite to parents, brothers and friends.
The letter e is pretty clear
Article 49 is pretty clear
Article 50 Verse (1)
Another form that is simple with SD and MI among others Package A, education diniyah base, the primary school of Christian theology (SDTK), adi wdyalaya and culla sekha.
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Verse (2) Other forms that are as simple as SMP and MTS among others, the Package B, the education of the diniyah first rebuke, the first high school of Christian theology (SMTK), Madyama vidyalaya and majjhima sekha.
Article 51 Quite clear
Article 52 Quite clear
Article 53 reasonably clear
Article 54 Quite clear
Article 55 Quite clear
Article 56 Verse (1)
Quite clear Verse (2)
Quite clearly Verse (3)
Quite clear Verse (4)
Quite clear Verse (5)
referred to "scholastic aptitude test" is a test child general ability.
Article 57 Quite clear
Article 58 Quite clear
Article 59 The purpose of the educational institution is intended in order to deliver educated participants in order to be able to live producstive and reproduce in society compound, as well as being a law-abiing citizen in the context of the ever-changing global life.
Article 60 Verse (1)
Another form is simple with high school and MA among others Package C, education diniayah rebuking top, school rebuking Christian theology (AMATK), the principal Christian school (SMAK) of vidyalaya and mahasekha.
Verse (2) Pretty clear
Verse (3) Pretty clear
Article 61 Quite clear
Article 62 Verse (1)
The major in SMK, MAK or other forms that are simple will determine the scope of the subjects in each type of study field Skill. The shape of the study of expertise is the smallest academic unit in vocational education.
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Verse (2)
Quite clearly Verse (3)
Quite clearly Verse (4)
Quite clearly Verse (5)
Quite clearly Article 63
Quite clearly Article 64
Quite clearly Article 65
Quite clearly Section 66
Clear enough Article 67
Quite clearly Article 68
Quite clearly Article 69
Quite clearly Article 70
Verse (1) Nonformal education serves as an anti-enhancer, enhancer and appenter of formal education for the learner as it is various things cannot follow the activities of learning on a formal education unit or educated participant selecting a nonformal educational path to meet the needs of the study. Non-formal education types that have a formal educational anti-education are Progra, an SD-equivalent Package, a junior high school package B program and a high school equivalent C package program as well as courses and trainings. Non-formal education serves as an enhancer to formal education if knowledge, skills and attitudes earned by the learner in the formal education unit are not adequate. Nonfromal education serves as a complement if a formal education in the formal education unit feels the need for knowledge, skills, and non-formal educational pathways.
Verse (2) Is quite clear
Verse (3) Enough clear
Article 71 Verse (1)
Quite clear Verse (2)
In question "other accreditation institutions" such as the Accreditation institute, the Working Training Institute and the Professions of the Professions.
Verse (3) It is pretty clear
Verse (4) Quite clear
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paragraph (5)
referred to by "equality test" is the examination of equality with the study results at the end of formal education.
Article 72 reasonably clear
Article 73 is fairly clear
Article 74 is quite clear
Article 75 Verse (1)
In question the "playing group" is one of the forms of the education unit of the early age of nonformal education that organizes education programs in the form of play while studying like a child of age 2 (two) to six (six) years a priority 2 (two) to four (four) years. Child's social welfare aspect. The "daycare park" is one of the forms of the non-formal educational system early childhood education that organizes educational programs in the form of mail while studying for children ages 0 (zero) to 6 (6) years. who regard the parenting and social welfare aspects of the child.
Verse (2) It is quite clear
Verse (3) referred to as "child education unit of nini the same type of nonformal education pathway" is one form of educational unit an early age child of a nonformal education pathway that organizes an education program in form of play while studying for children aged 0 (zero) to 6 (six) years that can be held in the form of a program independently or integrated with a variety of early child services and in religious institutions that exist in society.
Article 76 Verse (1)
The personal inadequacy of the proficiency in performing worship in accordance with its adhered religion, proficiency in the introduction to the condition and self-potential, proficiency in self-correction, proficiency in choosing and define the path of personal life, confidence, proficiency in the face of challenges and The problem with self-governing skills. The social skills of the ability to be proficiency in a family, society, nation, and country, ability to work with others, proficiency in self-adjusting to the environment, empathy or the middle of taste, leadership and responsibility. Social. The aesthetic prowess of the proficiency in improving the sensitivity, the ability to express, and the ability to appreciate beauty and harmony. The proficiency of kinestetis enforces proficiency in enhancing the physical potential to sharptest readiness, guided movements, reflex movements, complex movements, and individual improvisation movements.
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intellectual intelleability mencing skills against mastery of science, technology and/or art in accordance with fields studied, critical and creative thinking, research conduct and Experiments with scientific approach. vocational skills of proficiency in selecting job fields, managing work, expanding professionalism and work productivity and ethical codes compete in doing work.
Verse (2) Pretty clear
Verse (3) Clear enough
Verse (4) Pretty clear
Verse (5) Quite clear
Article 77 Quite clear
Article 78 reasonably clear
Article 79 Quite clear
Article 80 reasonably clear
Article 81 Is clear enough
Article 82 Verse (1)
Vocational C Package Program is a nonformal educational program that organizes education The vocational equivalent of SMK or MAK
Verse (2) Is pretty clear
Verse (3) Pretty clear
Verse (4) Pretty clear
Verse (5) Pretty clear
Verse (6) Pretty clear
Verse (7) Pretty clear
Verse (8) Pretty clear
paragraph (9) Pretty clear
Verse (10) Pretty clear
Verse (11) Clear enough
Verse (12) Pretty clear
Article 83 Pretty clear
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Article 84 Quite clear
Article 85 Quite clearly
Article 86 reasonably clear
Article 87 reasonably clear
Article 88 Quite clearly
Article 89 Quite clear
Article 90 reasonably clear
Article 91 Verse (1)
The one referred to "guarantees" is: a. assist with the availability of the means and infrastructure as well as educators
and the education workforce required by the abnormality learners; or
b. Provide administrative sanction to an educational unit that has resources that do not receive an unabated student.
Verse (2) Quite clearly
Verse (3) Quite clearly
Article 92 is fairly clear
Article 93 Verse (1)
A similar and equal term for the exceptional kindergarten, among other things, special kindergarten, or special kindergarten.
Verse (2) Letter a
Another same type and equal for an outside elementary school usual, among other things, special elementary school or special elementary school.
The other Sebutant letter b kind and equal to the first secondary school of exceptional, among other, special junior high schools or the first high school special.
Verse (3) Other similar and equal degrees for high school of exceptional, between another, high school of special or high school special. Other similar and equal names for exceptional vocational secondary schools, among other special vocational secondary schools or special vocational secondary schools.
Verse (4) Pretty clear
Verse (5) Pretty clear
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Article 94 Verse (1)
Clearly Verse (2)
The spiritual intellect is human intelligence to understand and carry out religious teachings. Intellectual intelligence is a human intelligence that humans primarily use to relate to managing nature. Emotional Intelligence is a human intelligence primarily used to manage self-emotions and relationships with others and society with an empathy attitude. Social intelligence is a human intelligence that is primarily used to connect and to work with others and people and interhuman relationships. The aesthetic of the aesthetic is a human intelligence associated with a sense of beauty, versatility, and harmony. kinesthetic intelligence is a human intelligence related to the coordination of gestures as performed by dancers and athletes.
Article 95 Verse (1)
Quite clear Verse (2)
The letter of a acceleration program is the program learning that is designed to provide opportunities to learers achieving the standard of content and standards of graduate competence in a shorter time than the specified learning time. For example, three (three) years of high school in high school may be completed in less than three (three) years.
The case b of the enrichment Program is a learning program designed to provide an opportunity for learers to achieve more competency. vast and/or deeper than on content standards and standards of graduate competencies. For example, the scope and order of certain subjects is extended or deepened by adding other aspects such as morals, ethics, applications, and interconnectedness with other materials that expand and/or deepen the field of the eye. The lesson.
Verse (3) Clear enough
Verse (4) Clear enough
Verse (5) Pretty clear
Article 96 Quite clearly Article 97
The one in which "developed country" is a country with excellence in the field of science Certain knowledge, technology, and art.
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Article 98 Pretty clear
Article 99 reasonably clear
Article 100 reasonably clear
Article 101 Quite clear
Article 102 reasonably clear
Article 103 reasonably clear
Article 104 is clear enough
Article 105 Is fairly clear
Article 106 is fairly clear
Article 107 is fairly clear
Article 108 reasonably clear
Article 109 reasonably clear
Article 110 is fairly clear
Article 111 is quite clear
Article 111 Quite clearly
Article 112 is clear enough
Article 113 Quite clear
Article 114 Quite clear
Article 115 Quite clear Article 116 Quite clearly Article 117 Quite clear Article 118 Quite clear Article 119 Quite clearly Article 120 Quite clearly Article 121 Quite clear Article 122 Quite clearly Article 123 Quite clearly Article 124 Quite clearly Article 124 is clear enough Article 125 is clear enough
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Article 126 Quite clear Article 127 Quite clearly Article 128 is clearly clear Article 129 fairly clearly Article 130
paragraph (1) Other matches that correspond to its special among other children's education. early, special guidance teacher, and technical informant.
Verse (2) Letter a
Quite clear the letter b
Counselors in this provision include teacher guidance and counselling.
The letter c is pretty clear
The d is pretty clear
The letter e is pretty clear
The letter f is pretty clear
The letter g is pretty clear
The letter h is pretty clear
The letter i fairly clearly
The letter j is fairly clear
Article 132 is fairly clear
Article 133 Quite clear
Article 134 reasonably clear
Article 135 Quite clearly
Article 136 Quite clearly
Article 137 Quite clearly
Article 137 Quite clearly
Section 138 Quite clear
Article 139 Pretty clear
Article 140 is pretty clear
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Article 141
The letter a reasonably clear
The letter b If educators feel that the learer requires additional learning, with the need to be met through a remedial program as per the curriculum provision which is valid.
The letter c is fairly clear
The letter d fairly clearly
Article 142 reasonably clear
Article 143 Quite clear
Section 144 Quite clearly
Article 145 Quite clear
Article 146 reasonably clear
Article 147 is sufficient clear
Article 148 Quite clear
Article 149 reasonably clear
Article 150 reasonably clear
Article 151 Verse (1)
The role and, among others, parents or guardians of the educated participants, families of the educated participants, the community around the educational unit, the organization of the profession of educators, the organization of the parent or guardian of the learnant, the organ representation of stakeholders such as education units such as the School Board/Madrasah Committee and the assembly of institutions of higher education, the Board of Education, other profession organizations, business institutions, correctional organizations, and people, institutions, or organizations other relevant.
Verse (2) Pretty clear
Verse (3) Pretty clear
Verse (4) Pretty clear
Verse (5) Pretty clear
Article 152 reasonably clear
Article 153 Verse (1)
Quite clear
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Verse (2)
One educational unit can have a religious, social environment, and culture at once. The religious level of the educational unit can be a general education organized by a particular religious group, a public education that organizes general education and religious sciences such as MI, MTs, and MA or religious education such as education. The diniyah, the pesantren, and the other forms of the same kind. Education with the pecuoariness of the social and cultural environment is a charge of education and/or a learning approach that is tailored to the needs and potential of the local social and culture.
Article 154 Is fairly clear
Article 155 is fairly clear
Article 156 Quite clear
Article 157 reasonably clear
Article 158 Verse (1)
Composition of the School Board membership/Madrasah Committee, for example, the representative of the parent/guardian of the educated participants, meets only 40% (forty percent), so that the representative element of the public figure was 30% (thirty percent) and the education expert 30% (thirty percent). If the parent/guardian of the student has met 50% (fifty percent), the representative element of the public figure may amount to 25% (twenty-five percent) and the education expert is 25% (twenty-five percent), or a public figure. 30% (thirty percent) and education experts are 20% (twenty percent), or the public figure is 20% (twenty percent) and the education expert is 30% (thirty percent).
Verse (2) Pretty clear
Verse (3) Clear enough
Verse (4) Clear enough
Verse (5) Clear enough
Verse (6) Pretty clear
Verse (7) Pretty clear
Article 159 is pretty clear
Article 160 is clear enough
Article 161 is quite clear
Article 162 is pretty clear
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Article 163 reasonably clear
Article 164 reasonably clear
Article 165 reasonably clear
Article 166 reasonably clear
Article 167 Quite clearly
Article 168 Quite clearly
Article 170 is clear enough
Article 171 reasonably clear
Article 172 is quite clear
