33. District Rule Number 2 Of 2008

on Government Affairs Which Is The Authority Of The Government Of The District Of Rembang (leaf Area Of The Regency Of 2008 Number 2, Additional Sheet Area Of Rembang Regency) Number 81);

With the Joint Agreement

REPRESENTATIVES OF THE PEOPLE ' S REGIONAL COUNCIL OF REMBANG and

BUPATI REMBANG

DECIDED:

SET: AREA REGULATIONS ON THE MANAGEMENT AND HOSTING OF EDUCATION IN REMBANG DISTRICT.

BAB I

provisions of UMUM

Article 1

In this Area Regulation which is intended with: 1. The area is Rembang Regency. 2. Local governance is the holding of affairs

governance by local government and The DPRD is based on the principle of autonomy and the duty of the host to the principle of autonomy within the system and the State of the Union of the Republic of Indonesia as referred to in the Basic Law of the Republic of Indonesia in 1945.

3. The Regional Government is the Regent and the Regional Devices

as an element of the regional government organizer.

4. " Bupati is Bupati Rembang.

5. The Regional People's Representative Council (DPRD) is the Regional People's Representative Council of the District of Rembang Regency.

6. It is the Education Department of Rembang Regency. 7. The Office of the Ministry of Religious Affairs is the Ministry Office

Religion of Rembang Regency. 8. Education is a conscious and planned effort to

embody the learning atmosphere and learning process so that learnates actively develop their potential for the spiritual power of religion, self-control, personality, and the learning process. intellect, noble akhlak, as well as the necessary skills of himself, society, nation and country.

9. The educational path is a learnable vehicle

to develop a self-potential in an educational process that is appropriate for educational purposes.

10. Educational level is the educational stage set based on the level of development of educated participants, the goals to be achieved, and the capabilities developed.

11. The type of education is a group based on the speciation of goals

education of an educational unit. 12. The education unit is a group of educational services that

organizes education on formal, nonformal, and informal lines on any kind of level and type of education.

13. Early childhood education is a coaching effort aimed at

to children from birth to 6 (six) years of educational stimuli to help with the growth and development of physical and spiritual. For the child to have a readiness to enter further education.

14. Primary education is the educational level of the formal education line that

the middle of secondary education, organized in the Primary School of Education and the Ibtidaid Madrasah or other forms of equal and equal form. It is a continuation of the education unit of the First Middle School and the Tsanawiyah Madrasah, or other forms of equal rank.

15. Secondary education is the educational level of the formal education line

which is the advanced primary education, in the form of High School, the Madrasah Aliyah, the Vocational High School, and the Vocational Aliyah Madrasah or other forms of education. Equal.

16. Formal education is a structured and structured educational path that

consists of primary education, secondary education, and higher education. 17. Non-formal education is the educational path outside of formal education that

can be executed in a structured and unstructured form. 18. The informal education is the family and environmental education path. 19. Special education is an education for educated participants who have

the level of difficulty in following the learning process due to physical, emotional, mental, social, and/or potential intelligence and special talent potential.

20. Special services education is an education for educated participants in the area

who experienced natural disasters, social disasters, and incapable of economic terms.

21. Religious education is an education that prepares educated participants

to be able to master, understand, and observe religious teachings and/or be a religious science expert.

22. Public-based education is the hosting of education

based on the religious, social, cultural, aspiration, and potential of society as the embodiment of education from, by, and for society.

23. Local excellence-based education is an education organized

after meeting the National Standards of Education and enriched with competitive and/or comparative advantages of the area.

24. International degree education is an education organized after meeting the National Standards of Education and enriched by the standard of advanced state education.

25. The same type of "PAUD", abbreviated as SPS, is one

a non-formal form of the PAUD service that can be integrated with a variety of early-age children's services such as poshandu, which is a non-formal line of service that has been used in the United States. Bina Family Toddler (BKB), Al qur'an Education Park (TPQ), Sunday school, Bina Iman Child or ot>

Assumption of Transfer and Dismissal Of Civil Servants (State Of The Republic Of Indonesia 2009 Number 164);

22. Government Regulation No. 55 of 2003 on the Mark

Honorary Satyalancana Education (State Sheet of Indonesia Year 2003 Number 123, Additional Gazette Republic of Indonesia Number 4333);

23. Government Regulation No. 19 Year 2005 on Standards

National Education (State Gazette Indonesia Year 2005 Number 41, Additional Gazette Republic of Indonesia Number 4496);

24. Government Regulation No. 55 of 2005 on Dana

Balance (State Sheet of the Republic of Indonesia in 2005 Number 137, Additional Gazette of the Republic of Indonesia Number 4575);

25. Government Regulation Number 6 of 2006 on Management Of Goods Belonging To State/Area (sheet Of State Of The Republic Of Indonesia Inhe process. education can take place in accordance with the national educational purpose.

60. An educator is an educational workforce that qualified as a teacher, lecturer,

counselor, pamong study, widyaiswara, tutor, instructor, facilitator and other designations in accordance with its specialty, as well as participating in organizing education.

61. Education power is the management of the unit of education, inspectors, supervisors,

researchers, developers, library power, laboratory power, research engineers, administration, psychologists, social workers, therapists, cleanliness and hygiene. security as well as the power of other desigcountries working on the education unit.

62. The Superintendent of the School is a civil servant who is given the duty, responsibility

and authority in full by the officials who are authorized to carry out academic and managerial oversight on the education unit.

63. The Madrasah Supervisor is a civil servant who is given the duty, responsibility

and authority in full by officials who are authorized to conduct educational supervision at the madrassa by performing the assessment and coaching of the technical terms education and administration on pre-school, basic, and medium education units.

64. Previewing is the primary task of performing activities

quality control and evaluation of the impact of early childhood education programs (PAUD), Education of equality and the degree of courses on nonformal educational pathways and informal (PNFI).

65. Learners are citizens who seek to develop

a potential self through the learning process available on the path, type and particular type of education.

66. Civil servants who are further abbreviated to PNS are any citizens

The State of Indonesia which after meeting the prescribed terms is appointed by authorized officials, is assigned a task in a particular position and is on the basis of the applicable laws.

67. Non-PNS employees are employees appointed by the unit organizers

education established by the public or Government or Local Government under the employment agreement.

68. Compulsory education is a minimum education program that should be followed by citizens

the country of Indonesia on the responsibility of the Government and Local Government. 69. National school clothing is a garment used by learers

on the formal educational path of SD/MI, SMP/MTS, SMA/MA, SMK/MAK on education units in accordance with the nationally applicable rules for densations of identity in carrying out the teaching process of teaching.

70. A reading culture is the custom of citizens who use

in part the day-to-day time in order to read books or other readings that are beneficial to life.

71. The culture of writing is the custom of citizens who use

in part the daily time in a convenient way to write that is beneficial for life.

72. Learning culture is the custom of citizens who use

in part the daily time in order to learn to improve knowledge.

73. A profession is a group of members of a society that has a "legal and non-commercial skill set", which is a non-commercial entity. 74. Board of Education is a self-composed independent agency

the element of the society that cares about education. 75. The School Committee/Madrasah is a self-composed independent institution

tua/guardian of the educated participants, the school community, as well as education-concerned public figures.

76. Citizens are residents of Rembang Regency, a resident of Rembang Regency, and a foreign citizen who lives in Rembang Regency.

77. Society is a non-government citizen group that

has the attention and role in the field of education.

BAB II

BASE, FUNCTION AND PURPOSE

Article 2

Education is organized under Pancasila And the Constitution of the Republic of Indonesia in 1945.

Article 3

Education serves to develop the human resources capability and form the character and characteristic of the civilised civilization of citizens as an attempt to preach the nation's life.

Article 4

Education aims to develop the potential of educated participants into human beings who believe and put their trust in God Almighty, noble, healthy, scientific, capable, creative, independent, tolerance in cultural diversity, maintaining and preserving God of the Republic of Indonesia, able to compete in national and international levels. and become a citizen of a democratic and responsible society.

BAB III

EDUCATIONAL MISSION

Part of the Vision

Article 5

The form of education is fair, equitable, intelligent, advanced and sustainable.

The second part of the Mission

Article 6

The Regional Education Mission includes: a. Attempted to expand and set the opportunity for education

which is quality for all citizens in the area; b. hosting an education that can foster a creative soul,

innovative, competitive, prestative and high-working and noble retote; c. improve the quality of education in the framework of science, technology, faith

and taqwa; d. help and facilitate the overall development of community potential

from an early age to the end of the hayat in order to realize the learning society;

e. empowering the role as well as the public in the holding of education; f foster the spirit of national insight and the soul of nationalism for

every citizen of the community in the area.

BAB IV

EDUCATION PRINCIPLES AND STRATEGIES

Article 7

(1) Education is organized professionally, transparent, accountable, and becomes a joint responsibility between government, local government and society.

(2) Education is organized democratically, justice and not discriminatory by upholding human rights, religious values, cultural values, and the nation ' s plurality.

(3) Education is organized as one unity systemic with

open and multimeaning systems. (4) Education is organized as a process of homelessness and

the empowerment of learnants that take place throughout the hayat. (5) Education is organized in a pleasant atmosphere,

lecturing, and competitively with the persistence of precision, building a will, and developing the creativity of the educated participants.

(6) Education is organized by the It's in the culture of reading,

writing, and counting on all citizens. (7) Education is organized by empowering all components,

government, local government, and society through the role as well as in the staging and quality control of the education services.

(8) Education is organized with discipline, consistent, commitment and

oriented toward procedures and results that can be accounted for to the public, successfully, by staying considering efficiency and effectiveness.

Article 8

Strategy Hosting education includes: a. carry out religious education and religious education; b. developing and executing curriculum, through the learning process

track, gender, and the type of education in which the education process can take place in accordance with the national educational objectives.

58. The education manager is the Government, local government, organizer

educational unit established by the community and the unit or education program.

59. Education management is the regulatory authority in

the hosting of the national education system by the Government, provincial government, local government, community-established education organizers, and the education unit to process tr of education and order; k. maintaining the prestige and good name of the education unit is concerned;

and l. comply with all applicable regulations.

The Fifth Section

The Rights and Obligability of the Education Unit

Article 17 of the Education Unit reserves the right: a. organizes education in accordance with the course, type and type

education; b. formulating and compiling policies that are not at odds with

an invite-invite rule.

Article 18 of the Education Unit is obligated: a. execute a quality education learning process according to the standard

national education set; b. Guarantees of the rights of educated participants without discriminating. c. involving a school/madrasah committee in any decision making

relating to parents/guardians of the students in particular who concern the program of activities and the costs of the organizing unit of education.

BAB VI

EDUCATION MANAGEMENT

Article 19

(1) The management of the education system in the area is the responsibility of the local government that refers to the education system in accordance with the laws.

(2) The Local Government determines and formulats policy to guarantee

the quality of education in accordance with the National Standards of Education (SNP). (3) The Regional Government organizes an educational unit on one level

education to be developed into an International degree of educational education in accordance with the capabilities of the area.

(4) The Regional Government is coordinating For the education, development of education, education, and the provision of educational facilities for early child education, primary education and secondary education.

(5) Local Government administers education child early age, primary education and

secondary education, as well as local superiority-based education unit.

Article 20 (1) of the primary school management of more than one school in a single expanse

which is potentially to be merged, then the merger is conducted. (2) Further provisions of education management as

referred to paragraph (1) are governed by the Regent Regulation.

Article 21

(1) Management Of Early Child Education (PAUD), SD, Junior High School, High School, SMK, non-formal education and Formal and informal education management, non-formal and informal management of RA/BA, MI, MTs, MA, MAK, MADIN, Pondok Pesantren, and Education Al Qur'an or simply implemented by the Ministry of Education religion.

(3) The responsibility of formal, nonformal and informal education is good that managed

The Service and the Ministry of Religious Affairs became the primary responsibility of the Government, the Local Government and the community.

BAB VII HOSTING EDUCATION

Article 22

(1) The education is exercised by Government, Government

Regions, parents and communities. (2) The organizers of formal education, nonformal education and education

informally carry out educational activities based on the learning system by type, gender, program, and purposes that have been established under the regulations It's

Article 23

Organizing education in the Regional Government environment that organizes educational services units to the public, coordinating

with the Service in accordance with its authority under the invitational regulations.

Section 24

(1) The education held by RA/BA, MI, MTs, MA, MAK, Pondok Pesantren, Madrasah Diniyyah and Education Al The Quran is under the Ministry of Religious Affairs coordinating with the Service.

(2) The vertical Instancy that organizes education in the area, coordinates

with the Service.

BAB VIII THE PATH, THE TYPE AND THE TYPE OF EDUCATION

General Parts

Section 25

(1) The educational path consists of formal, nonformal, and informal education that

complement each other and enrich. (2) The formal education general consists of primary education, secondary education,

and higher education. (3) The type of education includes general education, vocational, academic, profession,

vrelocate, religious and special. (4) The path, body, and type of education as referred to in paragraph (1), paragraph

(2), and paragraph (3) may be realized in the form of an educational unit organized by the government, local government and/or society

Article 26

(1) Elementary education in form of SD and MI or any other form of equal and

SMP and MTs or other forms of equal. (2) Basic education as referred to in paragraph (1) is the type

education that is the primary level of secondary education. (3) Secondary education as referred to in paragraph (1) is the type

education that is the higher education level.

Article 27

(1) Nonformal education includes education of life prowess, education of early childhood, Youth education, female empowerment education, education education, skills education and employment education, equality education, and other education intended to develop educated participants.

(2) Nonformal Education as referred to in paragraph (1) in the form of a course,

education and training, study groups, community learning activities, and talim assemblies as well as the same type of education unit.

Article 28

The informal education as referred to in section 25 verses (1) is done by family and the environment The form of a self-study.

Article 29

Religious education on formal, nonformal and informal educational pathways is set in accordance with applicable laws.

Second Section

Early Age Child Education Paragraph 1

Functions and the purpose of Section 30

(1) Early-age education functions fostering and developing all

the potential of an early age child optimally resulting in behavior and basic ability according to its breeding stage in order to have readiness to enter further education.

(2) The education of early children aims:

a. Build a foundation for the development of a potential protege, to be a man of faith and to fear God Almighty, noble, virtuous, virtuous, healthy, capable, critical, creative, self-sufficient, self-confident, self-confident, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient a democratic and responsible citizen; and

b. develop a potential spiritual intelligence. The intellectual, emotional, kinestesis and social pesrta are educated in the golden age of its growth in a ducative and enjoyable play environment.

(3) Increatially improving the family cannot afford to be ready to enter

education next through participation in the Dini age Children ' s Education and Development program (PPAUD) Easy, effective, and integrated.

(4) Improving the Integrative Holistic Holistic PAUD service that touches the whole

the growing needs of early-age children covering health, nutrition, parenting education and protection through: a. Cooperation over instild the academic norms and ethics; e. exercise worship in accordance with its adhered religion and respect

the execution of other educated participants ' worship; f. Respect for educators and the power of education; g. Maintain harmony and peace for the realization of social harmony; h. love of family, community, nation, and country, as well as loving

sesame educated participants; i. love and preserve the environment; j. participate in maintaining and maintaining the means and amenities, cleanliness, security,

and order of the public ordeo channel the excess of participants

educated as referred to in verse (1) in other basic education units.

Section 42

(1) Non-formal and informal pathway proteges can be accepted in SD, MI, or

other forms are equivalent not at the beginning of class 1 (one) after passing the test

The viability and placement organized by the formal education unit is concerned.

(2) Non-formal and informal pathway proteges can be accepted in junior high schools, MTs,

or other forms of equivalent since the beginning of class 7 (seven) after passing the Package equality test.

(3) Non-formal and informal line proteges can be accepted in junior high, MTs,

or other forms that are equal not at the beginning of class 7 (seven) after meeting the requirements: a. Pass the equality of Package A; and b. Passed the feasibility test and the placement held by the unit

The formal education is concerned. (4) Primary primary education education participants who follow the system and/or

other state educational standards may be accepted in junior high school, MTs, or other forms equal to the beginning of year 7 (seven) after meeting the requirements: a. Pass the equality test of Package A; or b. can indicate a diploma or other document that proves that

in question has completed a primary education that gives the competency of a graduate equivalent of elementary school.

(5) 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 43

(1) The acceptance of educated participants in basic education units is carried out

objective, transparent, and accountable. (2) The acceptance of educated participants in basic education units is carried out without

discrimination except for educational units specifically designed to serve learners of a particular gender or religious group.

(3) Decisions The acceptance of the candidate for the student is to be an educated participant.

independently by a teacher's board meeting led by the head of the education unit.

(4) The selection of new educated participants in grades 7 (seven) in the unit

education Middle school level is based on the results of the national standard school exam, except for the learnable as referred to in Article 42 of the paragraph (2).

(5) In addition to meeting the provisions as referred to in paragraph (4),

the education unit can conduct scholastic talent tests for the selection of new educated admissions in grades 7 (seven).

Article 44

(1) The base education unit may receive a transfer student from the unit

another primary education. (2) The education unit may establish additional terms and requirements

acceptance of the transfer protege other than the requirements as referred to in Article 42 and Section 43 and does not conflict with the laws.

Fourth Quarter

Secondary Education Paragraph 1

Functions and Purpose

Article 45

(1) General secondary education functions: a. enhance, reward, and encode the values of faith, akhlak

noble, and sublime personality; b. enhance, reward, and amuse the values of nationality and

love of the motherland; c. study science and technology; d. enhancing sensitivity and ability to appreciate and

express beauty, subtlety, and harmony; e. Channeling talent and abilities in the field of exercise, 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 serves: a. enhance, reward, and encode the values of faith, akhlak

noble, and sublime personality; b. enhance, reward, and amuse the values of nationality and

love of the motherland; c. awares learers with the skills of science and

technology as well as the vocational prowess of the professions in accordance with the needs of the community;

d. enhancing the sensitivity and ability to appreciate and express beauty, subtlety, and harmony;

e. Channeling talent and abilities in the field of exercise, both for health and physical fitness and achievement; and

f. improving the physical and mental readiness to self-live in society and/or continue education to higher education.

Article 46

The secondary education aims to form an educated participant into an insan who: a. And believe and fear Allah, the One, the Supreme, the Reward, and the Wise. " scientific, proficient, critical, creative, and innovative; c. healthy, self-sufficient, and confident; and d. tolerant, social sensitive, democratic, and responsible.

Paragraph 2 of the Educational Unit Form

Article 47

(1) High School-shaped Secondary Education, MA, SMK, and MAK, or any other form

equals. (2) High school and MA consist 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) class tiers, grades 10

(ten), grades 11 (eleven), and grades 12 (twelve), or 4

(four) class grades are grades 10 (ten), grades 11 (eleven), grades 12 (twelve), and class 13 (thirteen) in accordance with the demands of the working world.

Article 48

(1) The majors in high school, MA, or other forms are equal form

program of studies that facilitate the needs of learning as well as the competences required learers to continue education on higher education levels.

(2) The study program as referred to in paragraph (1) consists of up:

a. Natural science study program; b. social science studies program; c. program of language studies; d. Religious studies programs; and e. the other study programs required for society.

(3) Further provisions of the study and program of studies as referred to in paragraph (1) and paragraph (2) are governed under the rules of the invite-invitation.

Article 49

(1) A major in SMK, MAK, or any other form is an equal in the form of a field of expertise.

(2) Each field of expertise studies as referred to a paragraph (1) can

consist of 1 (one) or more skill study programs. (3) Each program of skill studies as referred to in paragraph (2) can

consist of 1 (one) or more competency skills. (4) The field of study of expertise as referred to in paragraph (1) consists of:

a. Field of Technology and Engineering Skills Studies; b. Fields of Information Technology and Communication Skills; c. Field of Health Skills Studies; d. Field of Study of Art Skills, Crafts and Tourism; e. Field of Agricultural and Agrotechnology Skills Studies; and f. Fields of Business and Management Skills Studies.

(5) Further provisions regarding the majors as referred to in

paragraph (1), paragraph (2) paragraph (3), and paragraph (4) are further set up by the regents rule.

Paragraph 3

Admissions

Section 50

(2) SMP/MTs or other equivalent forms are required to receive a citizen

aged 13 (thirteen) year up to 15 (fifteen) years as a protégant to the extent of its display.

(3) SMP/MTs or other degrees are required to provide access to

abnormality learers.

Article 41

(1) SD/MI And the SMP/MTs that have the highest number of learnants in excess of mandatory tampons are reporting. excess of the student candidates for the Local Government through the Service.

(2) The local government through the service is required t the accetic; b. equality education; c. education of life skills; d. female empowerment education; and/or e. Other non-formal education required for society.

(3) Eductioners who have completed learning activities in the group

study can follow the equality exam results learn with formal education.

(4) Participants education that has completed the learning activities in the group

study and/or pass in the equality exam results learn as referred to in verse (3) obtain the diploma in accordance with the program.

Paragraph 3 Community Learning Activities Center

Article 57

(1) Center for learning activities communities as well as other similar forms can

organize an education for the citizens to: a. acquiring knowledge and skills; b. acquiring skills of life prowess; c. developing professional attitudes and personality; d. prepare for self-seeking; and/or e. continue education to a higher level.

(2) The Center for community learning activities can host a program: a. education of an early child; b. Educational education; c. equality education; d. the education of women's empowerment; e. Education of life prowess; f. educational youth; g. work skills education; and/or h. other nonformal education required of society.

(3) The center of community learning activities accredited by the National Accreditation Board of Nonformal Education can host competency trials to participants.

(4) the activities Centre Learning of a community accredited by the Accreditation Agency

National Nonformal Education provides a certificate of competence to a learnant who passed the competency test as referred to in verse (3).

(5) Eductioners who have completed learning activities at the center

community learning activities can follow the exam to get recognition of equality results learn with formal education in accordance with National Standards Education.

(6) Educable students who have qualified and/or graduated in the equality test

The results of learning with a formal education as referred to in verse (5) obtain a diploma according to the program that it is following.

Paragraph 4

Assembly Taklim Article 58

(1) The taxable assembly or other similar form may host an education for the citizens to: a. acquiring knowledge and skills; b. acquiring skills of life prowess; c. developing professional attitudes and personality; d. prepare for self-seeking; and/or e. continue education to a higher level.

(2) the taxable Assembly or other similar form may host the program: a. Islamic religious education; b. education of an early age; c. education of accetic; 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 required for society.

(3) Eductioners who have completed learning activities in taxable assemblies or other similar forms can follow the results of equality of results learned with formal education.

(4) Educable students who have qualified and/or graduated in the equality test

results learn with a formal education as referred to in verse (3) obtain the diploma in accordance with the program.

Paragraph 5

Non-Formal Line Early Child Education

Article 59

(1) Child Education Early age on nonformal educational pathways in the form of a playing group, daycare parks, and a similar early childhood education unit.

(2) Play group, daycare parks, and an early child education unit

which is similar hosting an education in context: a. play while studying in order of religious learning and noble ahlak; 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 and technology.

(3) Eduhort of playing groups, daycare parks, and child education units early non-formal educational pathways similar to that of a kind evaluated its development without going through a process that is testing competence.

The Third Section

Paragraph Education Program 1

Life Skills Education

Article 60

(1) Education of life skills is a program education that prepares students of non-formal education with proficiency personal, social prowess, aesthetic prowess, kinesthetic prowess, prowess.

intellectual, and vocational proficiency required to work, strive, and/or self-live in the middle of society.

(2) Education of life proficiency aims to improve personal prowess,

social prowess, proficiency aesthetically, kinesthetic prowess, intellectual prowess and vocational prowess to prepare educated participants to be able to work, strive, and/or self-live in society.

(3) The education of life proficiency can be implemented. integrated with

another nonformal education program or its own. (4) Life proficiency education can be exercised by educational institutions

nonformal working with formal education institutions. (5) Life proficiency education can be implemented integrated with

the program of the placement of graduates in the working world, both at home and abroad.

Paragraph 2 Of Child Education Dini

Article 61

(1) Education The early age of a nonformal education line is a program that

is being flexible based on the growth and development phase of the child.

(2) The educational program of the early age of nonformal educational pathways as of

referred to in paragraph (1), it functions to grow and foster a whole potential child. From birth to the age of six (six) years so that the foundation and the basic abilities correspond to the stage of its development in order for the child's readiness to enter further education.

(3) The educational program of the child's early childhood education. Nonformal education as

referred to in verse (2), prioritizing education services to children from birth to age 4 (four) years.

(4) The education program of early children's education channels nonformal education aims:

A. Build a foundation for the development of a potential protege, to be a man of faith and to fear God Almighty, noble, virtuous, virtuous, sound, science, proficient, creative, innovative, self-confident, self-confident, self-confident, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, self-sufficient, a democratic and responsible citizen; and

b. develop a potential spiritual, intellectual, emotional, aesthetic, kinesthetic, and social educated participant in the golden age of its growth in an educational and fun playing environment.

(5) The educational program of child-early childhood Nonformal education is designed and organized: 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 needs and best interests of the child; c. with regard to the differences in talent, interest, and th in accordance with the program.

Paragraph 2

The Group Learn

Article 56

(1) Study group and other forms of type can organizes an education for the citizens to: a. acquiring basic knowledge and skills; b. acquiring skills of life prowess; c. developing professional attitudes and personality; d. prepare for self-seeking; and/or e. continue education to a higher level.

(2) The study group may host the program:

a. The education of Vocational C Package are either 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. Empowerment education program c. women; and/or d. Youth education program.

BAB X

HOSTING SPECIAL EDUCATION AND SPECIAL SERVICES EDUCATION

Part General

Section 67

Special education is an education for educated participants who have Level of difficulty in following learning processes due to physical, emotional, mental, social, and/or potential intelligence and special talent.

Section 68

Special services education is an education for educated participants. in a remote or backward area, a remote indigenous community, and/or experiencing natural disasters, social disasters, and incapable of economic terms.

Second Section of Special Education

Paragraph 1 Special Education for Specially Headed Participant

Article 69

Function and Purpose

(1) Special education for abnormality students provides

educational services for learners who have difficulty in following learning processes due to physical, emotional, mental, intellectual, and/or social abnormalities.

(2) Special education for abnormality educated participants aims to

Developing the potential of the learer optimally according to its ability. (3) An unabated protégant consists of an educated participant 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;

. have motor tampering; k. being a victim of drug abuse, illicit drugs, and addictive substances

others; and l. have an abnormality.

(4) Kelainan as referred to in verse (3) may also be a combination of 2 (two) or more types of abnormalities, called your tunaganda.

Article 70

(1) Special education for the learnant learnate can be hosted on

all paths and types of education on primary and secondary education. (2) Special education may be conducted through the education unit

special, public education unit, vocational education unit, and/or religious education unit.

Article 71

(1) The government of the area warrants it. The convening of a special education in

the general education unit and the vocational education unit is in accordance with the needs of the learer.

(2) The warranty of the special education as referred to

paragraph (1) is done by assigning at least 1 (one) of the general education units and 1 (one) unit Vocational education that provides a special education.

(3) In guaraning a special education as intended

in paragraph (2), the local government provides educational resources with respect to the needs of the participants. abnormality.

Article 72

Special education for abnormalized students on a formal path is organized through an early child education unit, basic education unit, and secondary education unit.

Article 73

(1) Formal special education unit for abnormalized students to Early childhood education in the form of an extraordinary kindergarten or other designation for a unit of education that is kind and equal.

(2) Special education unit for students abnormality in gender

Basic education consists of up: a. Exceptional elementary school or other designation for an educational unit that

a kind and equal; and b. The first secondary school is exceptional or other term for the unit

The education of which is similar and equal.

(3) The special education unit for the learnable learnant of secondary education is the upper secondary school. average, exceptional vocational high school, or other designation for a unit of similar and equal education.

(4) A special education unit can be implemented

integrated between educational and/or educational units. It's kind of like

(5) Special education for abnormalized students may be organized by the education unit on nonformal educational pathways.

Paragraph 2

Special Education for Distress Attendees Who Have Intelligence Potency and/or Talent Special

Section 74

Function and Purpose

(1) Special education for learners who possess potential intelligence and/or special talent function developing the potential of learnability excellence to a real achievement according to The characteristics of the event.

(2) Special education for the learnant which has the potential of intelligence

and/or special talent aims to actualize the entire potential for its istible without ignoring the development balance of spiritual, intellectual, emotional, social, aesthetic, kinesthetic, and Other intelligence.

Article 75

(1) Special education for students who have potential intelligence and/or

special talents can be held on the formal education unit TK/RA, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or form others are equal.

(2) Special educational programs for learers which has the potential of intelligence

and/or preferable talent can be: a. acceleration program; and/or b. enrichment program.

(3) The acceleration program as referred to in paragraph (2) is performed with the requirements: a. Learers have the potential of intelligence and/or special talent that

is measured by psychological tests; b. Students have high academic achievement and/or special talent in

arts and/or sports fields; 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 program of special education for educated participants who has

a potential wit 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 76

The county government organizes at least 1 (one) special education unit for learers who have potential intelligence and/or special talent.

Article 77

Special education for learers who have potential intelligence and/or special talent may be organized by educational units on nonformal educational pathways.

Third Part

Special Service Education

Article 78

(1) The special services education serves to provide educational services for educated participants in the area: a. remote or backward; b. remote indigenous peoples; c. which experienced natural disasters; d. who experienced a social disaster; and/or e. which is not capable of economic terms.

(2) Special services education aims to provide educational access for educated participants in order for their right to obtain education met.

Article 79

(1) Special services education can be is hosted on a formal education path,

nonformal, and informal. (2) Special services education on formal educational pathways is organized

by adjusting the time, place, d to in paragraph (7) disseers the participants

learnates with academic skills and functional skills, as well as professional attitudes and personalities.

(10) The Vocational C Package Program as referred to in paragraph (8) states

educated participants with academic ability, functional skills, and vocational skills of paraprofesi, as well as professional attitudes and personalities.

(11) The requirements of following the Package C program and then of the task; e. education and training in order to support the professioning of its duties.

(2) Non-formal education and non-formal education personnel are entitled to: a. Adequate and adequate welfare assistance in accordance with

area financial capabilities; b. award in accordance with the duties and achievements at the county level,

provincial, national and international both materiel and immateriil; c. career coaching in accordance with the demands of quality development; d. opportunity to use the means, infrastructure, and educational facilities

to support the agility of the execution of the task; e. Education and training in order to support the professioning of his duties.

(3) The provisions of welfare benefits as referred to in paragraph (1) and paragraph (2) are further governed by the rules of the regent.

(4) Educency and education power are obliged:

a. create a meaningful, fun, creative, innovative, dynamic, dynamic, and dialogical atmosphere;

b. has a professional commitment to improve the quality of education;

c. give and becomes a tauladan and maintain the name of the institution, profession, and position in accordance with the trust given to it;

d. carry out the development of the profession in the field of beneficial science, technology and cultural arts;

e. comply with the provisions of the applicable laws.

Section 95

(1) The Rapture and placement of educators and educency in education units organized by the Regional Government is carried out by the Regent as well as the pay attention to the need in accordance with the applicable laws.

(2) Teaching and placement of educators and education personnel in units

The education organized community is carried out by the organizers of the unit The education is concerned, with regard to requirements as specified in the provisions of the laws.

(3) Local government facilitates education units with educators and

education power required to ensure quality education.

(4) The educational organizers are required to foster and develop Educators and

education personnel in the educational units that are held. (5) Local authorities assist in coaching and development

educators and educationist on educational units organized by the public.

Second Part

Paragraph 1 Educators

Article 96

(1) Educators must have academic qualifications and competence as an agent

learning, healthy physical and spiritual, as well as having the ability to realize educational goals both in the region and national.

(2) Academic qualifications as referred to in paragraph (1) is the minimum level of education that must be met by an educator as evidenced by the relevant diploma and/or certificate of expertise in the applicable laws.

(3) Competence as an agent of learning at an early childhood education, primary education and medium includes:

a. Pedagogic competence; b. Personality competence; c. Professional competence; and d. Social competence.

(4) Academic qualification and competence as an agent of learning as referred to in paragraph (1) paragraph (2), paragraph (3) and paragraph (4) are developed under the National Standards of Education.

Article 97

(1) Educations on the unit Early childhood education has:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1);

b. higher education background in the field of early child education, other education, or psychology; and

c. certificate of the teacher ' s profession for Education Child Age Dini (PAUD).

(2) Educations on SD/MI, or any other form of equals have: b. Minimum education academic qualification four (D-IV) or bachelor qualifications

(S1) c. higher education background in SD/MI education, education

other, or psychology; and d. Teacher's profession certificate for SD/MI.

(3) Educations on SMP/MTs or other forms of equals have:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. a high education background with educational programs that match the subjects taught; and

c. certificate of teacher profession for SMP/MTs. (4) Educable at SMA/MA, or any other form of equivalent has:

a. Academic qualification minimum education diploma four (D-IV) or bachelor (S1)

b. Higher education background with educational programs that match the subjects taught; and

c. the teacher ' s profession certificate for SMA/MA. (5) Educations on SDLB/SMPLB/SMALB, or other forms of equivalent have:

a. Minimum education academic qualification four (D-IV) or bachelor (S1) of higher education background with special education programs or scholars corresponding to the subjects taught; and

b. Teacher's profession certificate for SDLB/SMPLB/SMALB.

(6) Educations on SMK/MAK, or other forms of equals have: a. Academic qualification minimum education diploma four (D-IV) or bachelor

(S1); b. Higher education background with appropriate education programs

with taught subjects; and c. the teacher ' s profession certificate for SMK/MAK.

Section 98

(1) Educable of PAUD consists of at least a class teacher who

the assignment is set by each unit of education according to the purpose.

(2) The Educ/MI is at least composed Classroom teacher and eye teacher

The lesson in which the assignment is set by each unit of education is appropriate.

(3) The teacher of subjects as referred to in paragraph (2) at least

includes teachers And the scribbler, and the scribbler, and the scribbler, physical education, exercise, and health education.

(4) Educationing at SMP/MTs or other forms of equal and SMA/MA, or

other forms are equal composed of subjects whose assignment subjects are assigned by each unit. education in accordance with the needs.

(5) Educers on SMK/MAK or other forms equal to eye teachers

The lessons and instructors of the vocational field are assigned by each education unit according to the Need.

(6) Educations on SDLB, SMPLB, and SMALB consist of subjects and guidance teachers whose speakers are assigned by each unit of education in accordance with the needs.

(7) Eductable in the education unit of Package A, Package B And the Package C consists of tutors

class-answering, subject-to-study tutors, and technical sources whose assignment is set by each unit of education according to the purpose.

(8) Educary to the institution courses and skills training consist of a teaching,

mentor, trainer or Instructor, and tester. (9) Educability of Pondok Pesantren, Madrasah Diniyyah, Qur'an Education

whose assignment is set by each unit of education is tailored to the purpose and expertise.

Article 99

Educist group Educist The religion and the noble akhlak have minimum qualifications and certifications in accordance with the level of teaching authority.

Article 100

The ratio of educators to learners is set by the National Standarotion, payroll, welfare and stop.

Article 94

(1) Educency and educency Non-PNS formal is entitled to: a. Adequate and adequate welfare assistance in accordance with

area financial capabilities; b. award in accordance with the duties and achievements at the county level,

provincial, national and international both materiel and immateriil; c. career coaching in accordance with the demands of quality development; d. opportunity to use the means, infrastructure, and educational facilities

to support the agility of the executio play a role in improving the quality, performance, efficiency of educational hosting, and education democracy through the Regional Education Council.

(2) The Regional Board of Education as referred to in paragraph (1) as

independent institutions are established and played a role in improving the quality of education services by providing consideration, direction and support of power, means and infrastructure and education oversight.

(3) The membership of the Regional Board of Education as referred to in verse (1) consists of a figure derived from: a. educational expert; b. education organizer; c. A businessman; d. the organization organization; e. education based on religious or social culture; and f. International education; g. local and/or local excellence-based education; h. Social organization social organization;

(4) The Local Government is required to provide funding assistance to the Board of Education in accordance with the applicable regulatory provisions.

(5) The tenure of the Board of Education in the area is 5 (five) years and can

be selected back for 1 (one) times the term. (6) The members of the Board of Education in the area are at most 11 (eleven)

people.

(7) The Organization and Administrative Board of the Regional Education Council is further set up with the Rule of Regents.

Second Section

School Committee

Article 114

(1) The society may play a role as well as in quality enhancers, the alignment, and efficiency in the management of education through the School Committee.

(2) The Establishment of the School Committee as referred to in paragraph (1) in

early child education, primary education, and secondary education, is independent and not has a hierarchical relationship with the Local Government.

(3) The School Committee can Consisting of one unit of education or multiple units

education in the same level or several different educational units is at an adjacent location or an educational unit managed by one organizer education.

(4) The membership of the School Committee consists of:

a. Parents/guardian trainees; b. public figures; c. educational experts.

(5) The Local Government is required to empower the School Committee. (6) The organization, duties and workouts of the school committee are set further by

Rules of the Regents.

BAB XVIII

EDUCATION FUNDING

First Section of Education Cost

Section 115

(1) Funding education becomes a joint responsibility between the Government,

Provincial Regional Government, Local Government and the public. (2) Education fund preparation is allocated at least 20% (two

20 percent) of the Regional Revenue and Shopping Budget (APBD). (3) Financing education in the area as referred to in paragraph (1) and (2)

is intended for a quality, affordable and fairness education.

(4) The allocation of education funding as intended on verse (3)

based on the principle of fairness, adequate and sustainability. (5) The provisions of the allocation of education funding as

are referred to in paragraph (4) are further set up with the Regent Regulation.

The Second Part of the Funding Source

Section 116

The education funding source is from A. State Budget and State Shopping (APBN); b. Budget and Regional Shopping Budget (APBD) Province; c. Budgeting and Regional Shopping (APBD) District; d. Society;

. Another legitimate and non-binding source.

BAB XIX

THE ROLE AS WELL AS SOCIETY

Article 117

(1) The role as well as society in the holding of education can be done to individuals, families, groups, the organization of the profession, entrepreneur or business world, and community organization.

(2) The role as well as the society as referred to in paragraph (1) may be in the form

resource, facilitator, organizer, assessor, supervisor, and/or user of the educational results.

BAB XX

EVALUATION, ACCREDITATION AND CERTIFICATION

Part Atu

Evaluation

Section 118

(1) Evaluation of education for control, copying, and determination of education quality to various educational components on each course, type, and type of education as a form exercise responsibility for education.

(2) The education evaluation as referred to in paragraph (1) is lactate

in accordance with the applicable laws.

Second Part Accreditation

Article 119

(1) Accreditation done for program eligibility assessment in units

education based on the specified criteria. (2) The implementation of the accreditation of the school/madrassa and/or non-formal

educational institutions is coordinated and facilitated by the county government. (3) Accreditation as referred to in paragraph (1), and (2) exercised accordingly

with applicable provisions.

Third Part Certification

Section 120

(1) Certification of the teacher in office is a given process certificate

educator for teacher in office. (2) The terms of the certification as referred to in paragraph (1) are lactated

in accordance with applicable law.

BAB XXI

FOUNDING AND CLOSING OF THE EDUCATION UNIT

Article 121 (1) Establishment of the unit education is the opening of a new education unit

conducted by local government, the office of the ministry of religion and/or society.

(2) The establishment of an early child education unit, primary education, secondary education, and non-formal education are required to obtain local government permission and/or the office of the ministry of religion according to its authority.

(3) The Establishment Early childhood education unit, SD/MI, SMP/MTs, SMA/MA, and

SMK/MAK, which meets minimum service standards up to the National Standards of Education and its development into units and/or local excellence-based education programs, required permission of the local government and the office of the ministry of religion according to His authority.

(4) The terms of the establishment of a formal education unit include:

a. the content of education; b. the number and qualifications of educators and educationist; c. source educated participants; d. The means and the educational infrastructure; e. the source of education financing; f. education unit development plan; and g. the results of the feasibility study.

(5) Proposed proposal of establishing a formal education unit in the form of a proposal

with a dilampiri: a. the results of a feasibility study on the prospect of establishing a formal education unit

of the spatial, geographical, and ecological facets; b. the results of the feasibility study on the prospect of a formal education unit

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 in the region; d. data on estimates of the proposed educational unit distance between

of the same type of formal educatioerred to in paragraph (1) is done with and sourced from government assistance, provincial government, local government and community.

(3) Management of the facilities and education in units education, both sourced from government, local government The provincial, local government, or from the public is exercised by a unit of education together with the school/madrasah committee.

BAB XVII

THE EDUCATION BOARD AND THE SCHOOL COMMITTEE

Part Of The Kesatu

The Regional Education Council

Article 113

(1) Society mayn 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 educational survival

at least for 1 (one) next class year.

(6) The closure of the education unit is an outage of the activities or elimination of the education unit.

(7) The local government and the office of the ministry of religion in accordance with its authority may provide the sanction of warning, delay or cancellation of educational resources to the education unit and/or the closure of the education unit.

(8) An educational unit shutdown is performed if:

a. The education unit no longer meets the requirements of the establishment of an education unit;

b. The educational unit is no longer organizing learning activities.

(9) The closure of education units organized by the Regional Government is carried out by the Regent based on the proposal of the Head of the Service in accordance with the body and type of education

(10) The closing of the educational unit organized by the Office of the Ministry of Religious Affairs is conducted by the Chief Office of the Ministry of Religious Affairs on the basis of the Office of the Office of the Ministry of Religious Affairs in accordance with the body and the the type of education that is his authority.

(11) Closing the unit education organized by the public

specified by the Head of the Service in accordance with the type and type of education that is its authority over the proposed organizing unit of education and/or for the results of the assessor team.

(12) More provisions on the establishment and closure of the educational unit

established by the Local Government, the Office of the Ministry of Religious Affairs and the public are governed by the Regulation in effect according to its authority.

BAB XXII

SUPERVISION

Section 122

(1) Government, Regional Government, DPRD, Board of Education, Committee

School/Madrasah, and the public conduct oversight of the hosting of education on all levels and The type of education in accordance with the authority

(2) Oversight as referred to in paragraph (1), done with the principles of transparency and public accountability that is appropriate in accordance with applicable laws.

BAB XXIII

SANCTION THE ADMINISTRATION

Section 123

(1) The educational organizers who conduct violations of the provisions

set out in this Area Regulation, are subject to administrative sanction of: a. The rebuke is terlulis; b. the restrictions on the activities of the educational unit; c. freezing the activities of the education unit.

(2) The provisions of the means and the imposition of administrative sanctions as referred to Verse (1), are set further by Rules of the Regents.

BAB XXIV

provisions CLOSING

Article 124

(1) The Regent Ordinance for the implementation of this Regional Regulation, longest in

time 1 (one) year should be published. (2) This section of the Regulation is valid.

For everyone to know it, order the invitation of this Regional Regulation with its placement in the leaves of the Region of Rembang Regency.

Specified in Rembang. date

BUPATI REMBANG

H. MOCH. SALIM

PROMULRED IN REMBANG ON THE DATE OF THE DISTRICT SECRETARY OF THE DISTRICT OF REMBANG HAMZAH FATONI

THE 2011 COUNTY LINE OF THE COUNTY NUMBER

EXPLANATION

UP

COUNTY COUNTY REGULATION

NUMBER 2011

ABOUT

MANAGEMENT AND HOSTING EDUCATION

IN DISTRICT REMBANG

I. UMUM

Humans need education in their life, education is an effort so that humans can develop their potential through the learning process from or other ways known and recognized by society. The Basic Law of 1945 article 31 verse (1) states that each citizen is entitled to a teaching. Therefore, the Government as an organizer of the state is obliged to try and organize an education. For that the entire component is compulsory for the life of the nation, which is one of the purposes of the State of Indonesia. It is an attempt to realize the vision of education as a strong and authoring social link in order to empower society to be of qualified human beings, thus able to answer these demands of the time.

The clean goverment movement and the Good Governance is generally demanding that the principles of democracy, autonomy, and decentralization in a nation-state and country life. In conjunction with education, these three principle Paragraph (5)

referred to "scholastic aptitude test" is the child's general proficiency test.

Article 44

Quite Clearly.

Article 45 Is Quite Clear.

Article 46 of the secondary education objectives in the provisions of the section It is intended to deliver educated participants in order to be able to live productive and productive lives within a compound society, as well as being a law-abied citizen in the context of the ever-changing global life.

Article 47 Verse (1)

Other forms are equivalent to high school and MA among others Package C, secondary diniyah education up, Christian Theological Secondary School (SMTK), Christian Middle School (SMAK), Main Vidyalaya (UV), and Mahasekha.

Verse (2) Pretty clear.

Verse (3) It is pretty clear.

Article 48 Is Pretty Clear

Article 49 Verse (1)

The major in SMK, MAK, or other forms of equal will determine the scope of the subjects in each type of field

study of expertise. The form of the field of study of expertise is the smallest academic unit in vocational education.

Verse (2) Is quite clear.

Verse (3) Is quite clear.

Verse (4) Is pretty clear.

Verse (5) Is pretty clear.

The Article 50 Is Pretty Clear.

Article 51 Is Pretty Clear.

Article 52 Is Pretty Clear.

Article 53 Is Pretty Clear.

Article 54 Verse (1)

Nonformal education serves as a substitute, enhancer, and a formal education supplement for the learner as a variety of things cannot follow the activities of learning on a formal education unit or learnant selecting a nonformal educational path to meet the needs of the study. Nonformal education types that have a formal education replacement function, are: SD Package A program equivalent, Junior High School Pack B Program, and High School C-based Package Program as well as courses and trainings. Nonformal 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. Nonformal education serves as a complement if the learnant in the formal education unit feels the need to add more knowledge, skills, and attitude through the nonformal educational path.

Verse (2) Is Pretty Clear.

Verse (3) Clearly Enough.

Article 55 Verse (1)

Is Pretty Clear. Verse (2)

Clearly. Verse (3)

Clearly. Verse (4)

Which is referred to by "other accreditation institutions" such as the Institution Accreditation of Job Training and Certification Profession

Verse (5) Is Quite Clear.

Verse (6) Is Quite Clear.

Verse (7) Is Quite Clear.

Article 56 Is Pretty Clear.

Article 57 Is Pretty Clear.

Article 58 Is Pretty Clear.

Article 59 Verse (1)

Which is referred to by "playing group" is one of the forms of the education unit of the early age of nonformal education channels. hosting educational programs in play form while learning for children ages 2 (two) to 6 (six) years with a priority of 2 (two) to 4 (four) years paying attention to the child social welfare aspect. The "daycare park" is one of the forms of the education unit of early childhood education that organizes educational programs in the form of play while studying for zero-to-six-year-olds with a child's education. zero to four-year priorities that pay attention to the parenting aspect and social welfare of the child.

Verse (2) Quite Clearly

Verse (3) In question the "child education unit of the early non-formal educational path of nonformal education" is one of the forms of the education unit of the early age of nonformal education pathways host educational programs in the form of play while learning for zero to 6-year-olds who can be hosted in the form of a program independently or integrated with a variety of early child services and in institutions religious in society.

Article 60 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-self, proficiency in self-correcting, proficiency in selecting and determining the path of personal life, self-confidence, proficiency in the face of challenges and problems and proficiency in self-governing. 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. Kinesthetic showmanship improves the physical potential for sharper readiness, guided movements, reflex movements, complex movements, and individual improvisation movements. Intellectual prowess has been proficiency with the mastery of science, technology and/or art in accordance with the fields studied, critical and creative thinking, research and experiment skills-experiments with scientific approaches. Vocational prowess has been proficiency in selecting the field of employment, managing work, expanding professionalism and work productivity and a code of conduct competing in doing the work.

Verse (2) Is Pretty Clear.

Verse (3) Enough Clearly.

Verse (4) Is Clear Enough,

Verse (5) Is Clear Enough,

Article 61 Is Pretty Clear.

Article 62 Is Pretty Clear.

The Article 63 Is Pretty Clear.

The Article 64 Is Pretty Clear.

Article 65 Is Clear Enough.

Article 66 Verse (1)

The Vocational C Package Program is a nonformal education program that organizes SMK or MAK equivalent vocational education.

Verse (2) Is Clear Enough.

Verse (3) Is Clear Enough.

Verse (4) Is Pretty Clear.

Verse (5) Is Pretty Clear.

Verse (6) Is Pretty Clear.

Verse (7) Is Pretty Clear.

Verse (8) Is Pretty Clear.

Verse (9) Is Pretty Clear.

Paragraph (10) Is Clear Enough.

Verse (11) Is Pretty Clear.

Verse (12) Is Pretty Clear.

Article 67 Is Pretty Clear.

Article 68 Is Pretty Clear.

Article 69 Is Pretty Clear.

The Article 70 Is Pretty Clear.

Article 71 Verse (1)

Which meant by "guarantee" is: a. Assisting with the availability of the means and infrastructure and educators and

the education workforce required by abnormality students; or

. Provide administrative sanction to an educational unit that has a resource that does not receive an unabated student.

Verse (2) Is Clear Enough.

Verse (3) Is Pretty Clear.

Article 72

Is Quite Clear. Article 73

Verse (1) Another similar and equal equivalent to an extraordinary kindergarten, among other, special kindergarten, or special kindergarten.

Verse (2) Letter a

Other similar and equaers Package B, education diniyah First secondary, the First High School of Christian Theology (SMPTK), Madyama Vidyalaya (MV), and Majjhima Mekha.

Article 38 Is Pretty Clear.

Article 39 Is Pretty Clear.

The Article 40 Is Pretty Clear.

Section 41

Is Quite Clear. Article 42 Is Pretty Clear.

Article 43 Verse (1)

Quite clear. Verse (2)

Is quite clear. Verse (3)

Is quite clear. Verse (4)

Quite clear. ecial vocational high school or special vocational high school.

Verse (4) Is Pretty Clear.

Verse (5) Is Quite Clear.

Article 74 Verse (1)

Is Pretty Clear. Verse (2)

The spiritual intelligence is human intelligence to understand and carry out religious teachings. Intellectual intelligence is the human intelligence that humans primarily use to relate to managing nature. Emotional acumen is a human intelligence that is primarily used to manage self-emotions and relationships with others and society with an empathy attitude.

Social intelligence is human intelligence that is primarily used to connect and work with others and people and human relationships. Aesthetic intelligence is a human intelligence associated with a sense of beauty, greed, and harmony. Kinesthetic intelligence is a human intelligence that deals with the coordination of body motion as performed by dancers and athletes.

Article 75

Verse (1) Is Clear Enough.

Verse (2) The letter a

The acceleration program is A learning program designed to provide students with opportunity to achieve the standard of content and standards of graduate competencies in a shorter time than specified study time. For example, a 3 (three) year old study in high school can be completed in less than 3 (three) years.

The b-letter enrichment Program is a learning program designed to provide an opportunity for learers to achieve competency. more extensive and/or deeper than the 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) Is Pretty Clear.

Verse (4) Is Pretty Clear.

Verse (5) Is Pretty Clear.

Article 76 Is Pretty Clear.

Article 77 Is Quite Clear.

The Article 78 Is Pretty Clear.

Article 79 Verse (1)

Is Pretty Clear. Verse (2)

A special services education on the formal educational path, among other things, in the form:

a. school or a small madrassa;

b. open school or madrasah;

c. Long-distance education;

d. school or an emergency madrassa;

e. transfer of the learer to another area; and/or

f. Other forms that do not conflict with the provisions of the rules of the law.

Article 80 referred to as "developed country" is a country that has advantages in certain fields of science, technology, and art.

Article 81 Is Pretty Clear.

Article 82 Is Quite Clear.

Article 83 Is Quite Clear.

Article 84 Is Pretty Clear.

Article 85 Verse (1)

Quite Clearly Verse (2)

Quite Clearly Verse (3)

Quite Clearly Verse (4)

The strengthening of religious education is that the unit of education is required to host ectrakuriculars One of them Arabic is the equivalent of two hours a week's lesson, educated people. A graduate of Primary School or an equal should be able to read and write Alqur'an as well as a practice of 5-time prayers, students of first or equal secondary school graduates should be able to practice 5-time prayers and prayers of the circumcision.

Article 87 Is Pretty Clear.

Article 87 Is Pretty Clear.

Article 89 Is Pretty Clear.

The Article 90 Is Pretty Clear.

Article 91 Verse (1)

Is Quite Clear. Verse (2)

Is Pretty Clear. Verse (3)

Clearly. Article 92

Is Quite Clear. Section 93

Clearly. Section 94

Is Quite Clear. Section 95

Verse (1) The referred process is the process, manner, deed of notifying the appointment and placement of educators and the education force on education units organized by the Local Government starting from notifying the needs of educators and the workforce of education, the process of appointment and placement of educators and educational power, up to the results of the appointment and placement of educators and educationist.

Verse (2) Is Quite Clear.

Verse (3) Enough Obviously.

Verse (4) Is Pretty Clear.

Verse (5) Is Pretty Clear.

Article 96 Clearly Enough.

Article 97 Is Pretty Clear.

Article 98 Is Pretty Clear.

Article 99 Is Pretty Clear.

The Article 100 Is Pretty Clear.

Article 101 Is Pretty Clear.

Article 102 Is Pretty Clear.

Article 103 Is Pretty Clear.

Article 104 Pretty Clear.

Article 105 Is Pretty Clear.

Article 106 Is Pretty Clear.

Article 107 Is Pretty Clear.

Article 108 Is Pretty Clear.

Article 109 Is Pretty Clear.

Article 110 Is Quite Clear.

The Article 111 Is Pretty Clear.

Article 112 Is Quite Clear.

Article 112 Is Quite Clear.

Article 112 Is Quite Clear. Clearly.

Article 113 Is Pretty Clear.

Article 114 Is Pretty Clear.

The Article 115 Is Pretty Clear.

Article 116 Is Pretty Clear.

Article 117 Is Pretty Clear.

Article 118 Is Pretty Clear.

Article 119 Is Pretty Clear.

Article 120 Is Quite Clear.

Article 120 Is Quite Clear.

Article 120 Is Pretty Clearly.

Article 121 Is Quite Clear.

Article 122 Is Quite Clear

Article 123 Is Quite Clear.

Article 124 IT ' S PRETTY OBVIOUS.

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