Regional Regulation Number 5 In 2011

Original Language Title: Peraturan Daerah Nomor 5 Tahun 2011

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PERDA 5 2011 1 '' the REGENT of BANYUWANGI BANYUWANGI REGENCY REGIONAL ORDINANCE No. 5 of 2011 on the ORGANIZATION of the EDUCATION SYSTEM with the GRACE of GOD ALMIGHTY the REGENT of BANYUWANGI Considering: a. that in order to contribute to the intellectual life of the nation and improve the quality of human resources, Government of Banyuwangi Regency according its obligation in fostering and developing quality education to the residents of the community so that the resulting output quality education; b. that the conducting of education aims to ensure equitable educational opportunities and improving the quality of education and developing potential through participatory learning, justice by upholding moral values, culture and kemajemukan tribes and customs of the region; c. that to implement the provisions of article 29 paragraph (2) letter f, Government Regulation number 17 in 2010 juncto Government Regulation Number 66 in 2010, the County Government responsible for managing national education systems in the region and formulate regional policies and assigning appropriate education in the field of those powers; d. that to carry out the intent of the letter a, letter b and c above, the need to establish local regulations Banyuwangi on the Organization of the Education System. Remember: 1. Act No. 12 of 1950 on the establishment of County areas in the neighborhood of East Java (Republic of Indonesia number 4), as amended by Act No. 2 of 1965 (State Gazette of the Republic of Indonesia number 19 October 1965, an additional Sheet of the Republic of Indonesia Number 2730);

2 2. Act No. 20 of 2003 on the national education system (State Gazette of the Republic of Indonesia Number 78 in 2003, an additional Sheet of the Republic of Indonesia Number 4301); 3. Act No. 10 of 2004 concerning the formation of Legislation (State Gazette of the Republic of Indonesia Number 53 in 2004, an additional Sheet of the Republic of Indonesia Number 4389); 4. Act No. 25 of 2004 about National Development Planning System (State Gazette of the Republic lndonesia 2004 Number 104, Supplement State Gazette lndonesia Number 4421); 5. Law Number 32 of 2004 concerning regional Government (State Gazette of the Republic of Indonesia Number 125 of 2004, an additional Sheet of the Republic of Indonesia Number 4437) last time as amended by law number 12 of 2008 about the second amendment in the Law Number 32 of 2004 concerning Regional Government (State Gazette of the Republic of Indonesia Number 108 in 2008, an additional Sheet of the Republic of Indonesia Number 4548); 6. Act No. 14 of 2005 about the teachers and professors (State Gazette of the Republic of Indonesia Number 157 in 2005, an additional Sheet of the Republic of Indonesia Number 4586); 7. Government Regulation number 19 in 2005 about education standards (State Gazette of the Republic of Indonesia Number 41 in 2005, an additional Sheet of the Republic of Indonesia Number 4496); 8. Government Regulation Number 65 in 2005 about the drafting of the Guidelines and the application of the minimum service standard (State Gazette of the Republic of Indonesia Number 150 in 2005, an additional Sheet of the Republic of Indonesia Number 4166); 9. The Government of the Republic of Indonesia Number 79 in 2005 about Coaching Guidelines and supervision of the Organization of the Government (State Gazette of the Republic of Indonesia number 165 in 2005, an additional Sheet of the Republic of Indonesia Number 4593); 10. The Government of the Republic of Indonesia Number 38 in 2007 about the Division of the Affairs of local governance and local governance Provincial district/city (State Gazette of the Republic of Indonesia Number 82 in 2007, an additional Sheet of the Republic of Indonesia Number 4737);

3 11. Government Regulation Number 74 in 2008 about the teacher (State Gazette Number 194 in 2008, an additional Sheet of the Republic of Indonesia Number 4941); 12. Government Regulation number 17 in 2010 about the management and organization of education (State Gazette of the Republic of Indonesia Number 23 in 2010, an additional Sheet of the Republic of Indonesia Number 5105) as amended by the Government Regulation Number 66 in 2010 about changes to the Government Regulation number 17 in 2010 (Gazette of the Republic of Indonesia Number 112 in 2010, an additional Sheet of the Republic of Indonesia Number 5157); 13. the presidential Regulation No. 1 of 2007 about the Endorsement, Enactment and dissemination of laws and regulations. With the approval of the joint HOUSE of REPRESENTATIVES DISTRICT of BANYUWANGI And REGENT of BANYUWANGI DECIDED: setting: LOCAL REGULATIONS ABOUT the SYSTEM of ORGANIZING EDUCATION CHAPTER I GENERAL PROVISIONS article 1 In this Area Regulations is: 1. The Government is the Central Government. 2. is the provincial Government of East Java provincial government. 3. The area is the area of Banyuwangi Regency. 4. Local Government is a Government of Banyuwangi Regency. 5. The Regent was Regent of Banyuwangi. 6. The Board of education is a standalone agency that included various elements of the community who care about education. 7. School Committee is the independent institutions that included parent/guardian of the student, the school community as well as community leaders who care about education.

4 8. Education is a planned and conscious effort to bring about an atmosphere of learning and the learning process so that learners are actively developing the potential for her to have a religious, spiritual power of self-control, personality, intelligence, morals, as well as the necessary skills themselves, the community, the nation and the State. 9. Unit of education education services group is carrying out education on the formal and informal paths at every level and type of education is well organized by the Government, local government or community. 10. The raw quality of education is a set of minimum benchmarks the performance of educational systems that include inputs, processes, outputs, outcomes, and educational benefits. 11. The educator is a qualified educational institution personnel as teachers, counselors, teachers learn, tutors, instructors, facilitators, and other designations in accordance with his as well as participate in organized education. 12. education is a means of learning supplies that can be moved-moved. 13. the educational Infrastructure is the basic facilities for the exercise of the functions of the education unit. 14. formal education is education which is structured and tiered, consisting of basic education and secondary education. 15. non-formal Education is education outside of formal education can be implemented in a structured and hierarchical. 16. Early childhood education is an effort of construction, addressed to children from birth up to the age of 6 (six) years which is done through the awarding of educational stimulation to help the growth and development of physical and spiritual so that children have preparedness in entering further education. 17. Educational Personnel are members of the community who are devoted and appointed to support the inaugural education. 18. The curriculum is a set of plans and arrangements concerning the purpose, content and learning materials as well as ways that are used as guidelines for conducting learning activities for certain educational purposes. 19. Learners are members of the public who try to develop themselves through the process of learning that are available on line, level and type of education. 20 the eligibility assessment activities are Accreditation programs in units of education based on the criteria that have been set. CHAPTER II SCOPE article 2 scope subject to the regulation of this area include the Organization of education on: a. early childhood education; b. primary education; and c. secondary education.


5. CHAPTER III of the vision, mission, and objectives, the purpose of article 3 of regional Education Vision is a quality education, cultural, film and television, insightful global, and affordable community. Article 4 the Mission of the Education Area are: a. seek the participation of all components of society in order to make the Organization of education in the region has a high standard of quality and affordable, so that it has a competitive advantage that has high competitiveness; b. creating a balance between intelegensia, emotional intelligence, and spiritual; c. create a system and a superior education policies; d. creating a conducive educational atmosphere; e. anticipate and eliminate various negative influences that could damage the image of education; f. providing facilities and infrastructure quality education; g. building a school culture that pervades the culture of academic and social culture with attention to local culture and practice the values of faith and devotion. Article 5 the intent of organizing education are seeking equitable quality education, ensuring the expansion of the access to and the cost of education affordable for the community. Article 6 Regional educational goal is to guarantee the continuity of the educational process for the development of potential learners in the area, in order to become a man of faith and pious to God Almighty, the noble character and lofty ethical, healthy, learned, accomplished, creative, cultured, independent, confident, and become citizens of a democratic society as well as responsible. CHAPTER IV ORGANIZATION of FORMAL EDUCATION is considered part of the early childhood education Paragraph 1 the function and purpose of article 7 (1) early childhood education function build, grow, and develop the entire early childhood potential optimally so that formed the basis of ability and behavior in accordance with the stage of development in order to have the readiness to enter further education.

6 (2) early childhood education aims to: a. establish a foundation for the development of potential learners in order to become a man of faith and piety to God Almighty, noble character, personality, healthy, learned, skilled, critical, creative, innovative, independent, confident, and be a citizen of a democratic and responsible; and b. developing potential intelligence spiritual, intellectual, emotional, social, and kinestetis learners during the growth of gold in the environment play an educative and fun. Paragraph 2 of forms and types of Educational units of section 8 (1) early childhood education formal education was shaped lines on TK, RA, or other forms of equal. (2) the TK, RA, or equal to other forms referred to in subsection (1) has a learning program one (1) year or 2 (two) years. (3) TK, RA, or equal to other forms referred to in subsection (1) may be held with SD, MI, or other forms of equal. Paragraph 3 of article 9 Learners Acceptance learners kindergarten, RA, or other forms of equal age of four (4) years up to 6 (six) years. Article 10 (1) the acceptance of the learners in the early childhood education unit is done in an objective, transparent, and accountable. (2) acceptance of the learners in the early childhood education unit done without discrimination unless for educational units are specifically designed to serve the students from a group of gender or religion. (3) Decisions receipt of prospective students become learners performed independently by a Board meeting teachers led by the head of the education unit. Article 11 (1) early childhood education Unit can receive the transfer of units learners early childhood education etc. (2) the conditions and procedures of acceptance of learner transfer referred to in subsection (1) are governed by the respective education unit.

7 Paragraph 4 learning programme article 12 (1) PRESCHOOL Learning Program, RA, and other forms of equal is developed to prepare students entering ELEMENTARY SCHOOL, MI, or other forms of equal. (2) study Program TK, RA, and other forms of equal is implemented in the context of play that can be grouped into: a. play in order to study religion and morals of his Majesty; b. play in order for social learning and personality; c. playing in order to study the orientation and introduction to knowledge and technology; d. play in order to study aesthetics; and e. physical learning in order to play, exercise, and health. (3) all games learning as referred to in paragraph (2) was designed and organized: a. interactively, inspiring, fun, challenging, and encourage creativity and self-reliance; b. in accordance with the stage of physical growth and mental development of the child as well as the needs and best interests of the child; c. having regard to the difference in talents, interests, and abilities of each child; d. by integrating the needs of the children on health, nutrition, and psychosocial stimulation; and e. having regard to the background of the economic, social, and cultural. The second part of primary education Paragraph 1 the function and purpose of article 13 (1) education on SD/MI or other forms of equal function: a. instill and practice the values of faith, morals, and personality; b. impart and practice national values and love of the fatherland; c. give the basics of intellectual ability in the form of capabilities and skills in reading, writing, and counting; d. introduction of science and technology; e. train and stimulate the sensitivity and the ability to appreciate and express the beauty, subtlety, and harmony; f. Foster's interest in sports, health, and physical fitness; and g. develop physical and mental readiness to continue education to JUNIOR HIGH SCHOOL/MTs or other forms of equal. (2) education at SMP/MTs or other forms of equal function: a. develop, live, and practise the values of faith, morals, and personality that has him; b. develop, live, and practise the national values and love of the motherland that had him;

8 c. learn the basics of science and technology; d. train and develop sensitivity and ability to appreciate and express the beauty, subtlety, and harmony; e. develop their talents and abilities in the field of sports, both for health and physical fitness as well as achievements; and f. develop physical and mental readiness to continuing education to the level of secondary education and/or to live independently in the community. (3) basic education aims to build a foundation for the development of potential learners in order to become a man who: a. faith and piety to God Almighty, noble character, and personality of the sublime; b. learned, skilled, critical, creative, and innovative; c. healthy, independent, and confident; and d. the tolerant, sensitive social, democratic, and accountable. Paragraph 2 of article 14 Education Unit Form (1) SD, MI, or other forms of equal consists of 6 (six) grade levels, namely class 1 (one), class 2 (two), class 3 (three), class 4 (four), 5 (five), and class 6 (six). (2) junior, MTs, or other forms of equal consists of three (3) grade levels, i.e., grade 7 (seven), 8 (eight), and grade 9 (nine). Paragraph 3 of article 15 Learners Acceptance (1) learners on SD/MI or other forms equal the lowest age of 6 (six) years. (2) exceptions to the provision in paragraph (1) may be made on the basis of a written recommendation from a professional psychologist. (3) in the event that there is no professional psychologist, recommendations may be made by the Board of teacher education unit in question, up to the limit of the power tampungnya. (4) SD/MI or other forms of compulsory receive equal citizens aged 7 (seven) years up to 12 (twelve) years as learners up to the limit of the power tampungnya. (5) Acceptance learners class 1 (one) SD/MI or other forms of equal is not based on the results of a test of the ability of reading, writing, and arithmetic, or other tests. (6) the SD/MI or other forms of compulsory provides equal access for students berkelainan. Article 16 (1) in terms of the number of candidates exceeds the capacity of learners educational unit, then the selection of learners on the SD/MI is based on the age of the prospective learners with the priorities of the most old.


9 (2), If the age of prospective learners as referred to in paragraph (1) are the same, then the determination of learners based on the candidate's residence distance learners who are closest to the education unit. (3) If age and/or prospective residence distance learners with educational units as referred to in paragraph (1) and paragraph (2) are the same, then the students who register early priority. Article 17 (1) students at JUNIOR HIGH SCHOOL/MTs or other forms that equal has already completed his education at the elementary, MI, A Package, or any other form of equal. (2) SMP/MTs or other forms of compulsory receive equal citizens aged 13 (thirteen) years up to 15 (fifteen) years as learners up to the limit of the power tampungnya. (3) SMP/MTs or other forms of compulsory provides equal access for students berkelainan. Article 18 (1) SD/MI and SMP/MTs which has the number of candidates exceeds the capacity of learners is obliged to report the excess nominees learners to the County Government. (2) the County Government is obligated to disburse excess prospective learners as referred to in paragraph (1) in units of other basic education. Article 19 (1) students-formal and informal paths are acceptable in SD, MI, or any other form which does not equal at the beginning of class 1 (one) after the feasibilities and placement examination held by the units of formal education is concerned. (2) students-formal and informal paths can be received in junior high, MTs, or other forms of equal since the beginning of grade 7 (seven) after passing the exam the equality Package a. (3) students-formal and informal paths can be received in junior high, MTs, or other forms that are not equal at the beginning of class 7 (seven) after fulfilling the requirements: a. pass the test of equality of the package A; and b. the eligibility and placement examination held by the units of formal education is concerned. (4) basic education learners SD equivalents in other countries can be moved to SD, MI, or other forms of equal in Indonesia after fulfilling the requirements of eligibility and placement examination organized by the educational unit in question. (5) the students of basic education the equivalent of JUNIOR HIGH SCHOOL in another country can move into junior high, MTs, or other forms of equal in Indonesia after fulfilling the requirements: a. show the diplomas or other documents which prove that those concerned have completed primary education equivalent of SD; and b. the eligibility and placement examination organized by the educational unit in question.

10 (6) basic education learners equivalent SD that follow the system and/or educational standards of other countries is acceptable in junior high, MTs, or other forms that are equal in grade 7 (seven) after fulfilling the requirements: a. pass the test of equality of the package A; or b. may indicate diplomas or other documents which prove that the concerned have completed basic education that provides equivalent competencies of graduates of ELEMENTARY SCHOOL. (7) the SD, MI, SMP, MTs, or other forms of equal academic adjustments provide assistance, social, mental and/or required by learners and learners berkelainan transfer of units of other formal education or other educational pathways. (8) the Governors may cancel the decision unit education about eligibility in non-formal education referred to in subsection (3) to paragraph (6) If, after inspection by the Inspectorate upon instruction from the Regent proved that the decision infringes the provisions of the legislation, it is not true, and/or dishonest. Article 20 (1) the acceptance of students in basic education units is done in an objective, transparent, and accountable. (2) acceptance of the learners on basic education unit done without discrimination unless for educational units are specifically designed to serve the students from a group of gender or religion. (3) Decisions receipt of prospective students become learners performed independently by a Board meeting teachers led by the head of the education unit. (4) the selection acceptance of new learners in grade 7 (seven) units of the basic-level education at JUNIOR HIGH SCHOOL based on the results of the national standard of the school final examination, except for the learners as stipulated in article 19 paragraph (2) and paragraph (6). (5) in addition to meet the conditions referred to in subsection (4), the unit of education scholastic aptitude tests can do for the selection of the new learners in receipt of grade 7 (seven). Article 21 (1) basic education Units can accept a transfer of units learners basic education etc. (2) a unit of education may set additional requirements and procedures for the acceptance of transfer students in addition to the requirements referred to in article 19 and article 20 and does not conflict with the provisions of the legislation. The third part of secondary education Paragraph 1 the function and purpose of article 22 (1) secondary education General function: a. enhance, living, and practise the values of faith, morals, and personality;

11 b. enhance, living, and practise the national values and love of the fatherland; c. study of science and technology; d. increase the sensitivity and the ability to appreciate and express the beauty, subtlety, and harmony; e. the talent and ability in sport, both for health and physical fitness as well as achievements; and f. enhance physical and mental readiness to continuing education to the level of higher education and/or to live independently in the community. (2) Vocational Education function: a. enhance, living, and practise the values of faith, morals, and personality; b. enhance, living, and practise the national values and love of the fatherland; c. equip learners with the ability of science and technology as well as vocational skills the profession in accordance with the needs of the community; d. increase the sensitivity and the ability to appreciate and express the beauty, subtlety, and harmony; e. the talent and ability in sport, both for health and physical fitness as well as achievements; and f. enhance physical and mental readiness to live independently in the community and/or continuing education to the level of higher education. Article 23 secondary education aims to form pesertadidik into the employee: a. faith and piety to God Almighty, noble character, and personality of the sublime; b. learned, skilled, critical, creative, and innovative; c. healthy, independent, and confident; and d. the tolerant, sensitive social, democratic, and accountable. Paragraph 2 of article 24 Education Unit Form (1) secondary education shaped high school, MA, CMS, and MAK, or other forms of equal. (2) high school and MA consists of three (3) levels of classes, i.e. classes 10 (ten), 11 (eleven), and grade 12 (twelve). (3) a CMS and MAK can consist of three (3) levels of classes, i.e. classes 10 (ten), 11 (eleven), and grade 12 (twelve), or consist of four (4) grade levels i.e. classes 10 (ten), 11 (eleven), class 12 (twelve), and 13 (thirteen) in accordance with the demands of the working world. Article 25 (1) Addition on the high school, MA, or other forms of equal-shaped courses that facilitate the learning needs and competencies required learners to continue their education at a higher education level.


12 (2) a course referred to in subsection (1) consists of: a. natural science courses; b. social science courses; c. language courses; d. religious studies program; and e. other diperlukanmasyarakat courses. Article 26 (1) Addition on CMS, MAK, or other forms of equal shaped areas of study skills. (2) any area of study skills as referred to in paragraph (1) may consist of 1 (one) or more courses of expertise. (3) any program of study skills as referred to in paragraph (2) may consist of 1 (one) or more competency expertise. (4) the study of expertise referred to in subsection (1) consists of: a. the study of engineering and technological expertise; b. health expertise field of study; c. the expertise field of study arts, crafts, and tourism; d. field of study information and communication technology skills; e. majors in agribusiness skills and Agrotechnology; f. to study business and management expertise; and g. other expertise fields of study that are required of the community. Paragraph 3 the acceptance of Students article 27 (1) students at the high school, MA, CMS, MAK, or other forms of equal should be completed his education at junior high school, MTs, package B, or any other form of equal. (2) students-formal and informal paths are acceptable in high school, MA, CMS, MAK, or other forms of equal since the beginning of the class 10 (ten) after passing the exam the equality Package B. (3) students-formal and informal paths are acceptable in high school, MA, CMS, MAK, or other forms of equal after the beginning of class 10 (ten) after: a. pass the test of equality of the B Package; and b. the eligibility and placement examination held by the units of formal education is concerned. (4) basic education learners equivalent of JUNIOR HIGH SCHOOL who followed the system and/or educational standards of other countries is acceptable in high school, MA, CMS, MAK, or other forms that are equal at the beginning of class 10 (ten) after: a. pass the test of equality of the B Package; or b. may indicate diplomas or other documents which prove that the concerned have completed basic education that provides the equivalent of JUNIOR HIGH SCHOOL graduates the competencies. (5) the students of secondary education or HIGH SCHOOL equivalent of CMS in other countries can be moved to the high school, MA, CMS, MAK, or other forms of equal in Indonesia with the terms: a. show the diplomas or other documents which prove that those concerned have completed the equivalent of JUNIOR HIGH SCHOOL of basic education; and b. the eligibility and placement examination organized by the educational unit in question.

13 (6) high school, MA, CMS, MAK or other forms of compulsory provides equal access for students berkelainan. (7) units of high school education, MA, CMS, MAK, or other forms of equal academic adjustments provide assistance, social, mental and/or required by learners and learners berkelainan transfer of units of other formal education or other educational pathways. (8) the Governors may cancel the decision unit education about eligibility at high school, MA, CMS, MAK, or other forms of equal as referred to in paragraph (3) to paragraph (6) If, after inspection by the Inspectorate upon instruction from the Regent proved that the decision infringes the provisions of the legislation, it is not true, and/or dishonest. Article 28 (1) the acceptance of the learners on a unit of secondary education is carried out in an objective, transparent, and accountable. (2) acceptance of the learners on a unit of secondary education is carried out without any discrimination except for units of education that is specifically designed to serve the students from a group of gender or religion. (3) Decisions receipt of prospective students become learners performed independently by a Board meeting teachers led by the head of the education unit. (4) the selection acceptance of new learners in grade 10 (ten) on units of secondary education based on National examination results, except for the learners as referred to in article 27 paragraph (2), subsection (4), and subsection (5). (5) in addition to meet the conditions referred to in subsection (4), the unit of education scholastic aptitude tests can do for the selection of the new learners in receipt of grade 10 (ten). (6) acceptance of new learners can be implemented on each semester for the Education Unit organizes semester credit system. Article 29 (1) secondary education unit learners can move to: a. the same unit of the Department of education; b. different departments on the same education unit; or c. the different departments at other education units. (2) a unit of education may set additional requirements and procedures in addition to the requirements referred to in article 27 and article 28, and not contrary to the provisions of the legislation. Article 30 (1) any charges made by any Educational Unit at the time of re-registration of pelaksanakan (herregistrasi) the increase in the classroom, compulsory school Committee approval. (2) the Governors can reduce and/or cancel the levy referred to in subsection (1), if the face value outside the limits of reasonableness and contrary to legislation.

14. CHAPTER V ORGANIZATION of NON-FORMAL EDUCATION Section I General article 31 (1) the Organization of non-formal education includes organizing unit of education and non-formal education programme. (2) the Organization of non-formal education units as referred to in subsection (1) includes the following units: a. Education Institute courses and training institutions; b. study groups; c. activity center learning community; d. Assembly taklim; and e. early childhood education-formal paths. (3) the Organization of non-formal education programme as referred to in subsection (1) include the following: a. education life skills; b. early childhood education; c. youth education; d. education of women's empowerment; e. Education Literacy; f. education skills and job training; g. education and equality. Article 32 the results of non-formal education can be appreciated on a par with the results of a formal educational program. The second part of the function and purpose of article 33 (1) non-formal Education function: a. as a substitute, enhancer, and/or to complement formal education or as an alternative to education; and b. developing potential learners with an emphasis on mastery of functional knowledge and skills, as well as the development of professional attitudes and personality in order to support lifelong education. (2) non-formal Education aims to form human beings having life skills, functional skills, professional demeanor and personality, and develop an independent entrepreneurial soul, as well as the competence to work in a particular field, and/or continuing education to a higher level in order to realize the goals of national education. (3) non-formal Education is organized based on the principle of, by, and for the community.

the third Section 15 Paragraph 1 unit of Education Institutions courses and training institutions Article 34 (1) the institution of a course and training institutions as well as other similar forms of organized education for the citizens of the community to: a. obtain skills life skills; b. develop professional attitudes and personality; c. prepare to work; d. improving the competence of Polytechnic; e. prepare to seek independent; and/or f. continuing education to a higher level. (2) the institution organizes courses program: a. education life skills; b. youth education; c. education empowerment of women; d. literacy education; e. education job skills; f. education equality; and/or g. other necessary informal education community. (3) training institutions organizes job training programs and other training to increase job competencies for job seekers and workers. (4) Institutions courses and training institution accredited by the National Accrediting Agency for Education-formal and/or other accrediting agencies can organise competence to learners in accordance with the provisions of the legislation. (5) the institution of a course and training institutions as referred to in paragraph (4) provide a certificate of competence to learners who pass a test of competence. (6) students who have completed the learning activities in the Institute's courses and training institutions can take the test of equality of outcome study with formal education in accordance with the provisions of laws-invitation. (7) the students who are qualified and/or pass the test of equivalence as referred to in paragraph (6) obtain the diploma pursuant to that race. Paragraph 2 of article 35 study groups (1) study groups and other similar forms can organise education for the citizens of the community to: a. acquire knowledge and basic skills; b. obtain skills life skills; c. develop professional attitudes and personality; d. prepare to seek independent; and/or e. continuing education to a higher level.


16 (2) organizes study groups program: a. literacy education; b. education equality; c. life skills education; d. education of women's empowerment; and/or e. other necessary informal education community. (3) students who have completed the learning activities in the study groups can take the test of equality of outcome study with formal education in accordance with the provisions of the legislation. (4) students who have completed the learning activities in the study groups and/or pass the test of equality of results of the study referred to in paragraph (3) gain diplomas in accordance with a program to follow. Paragraph 3 Community Learning Activity Center Article 36 (1) the center of the community and learning activities as well as other similar forms can organise education for the citizens of the community to: a. acquire knowledge and skills; b. obtain skills life skills; c. develop professional attitudes and personality; d. prepare to seek independent; and/or e. continuing education to a higher level. (2) Community Learning Center organizes program: a. early childhood education; b. Education Literacy; c. education equality; d. education of women's empowerment; e. life skills education; f. youth education; g. education job skills; and/or non-formal education h. other necessary community. (3) a Community Learning Center is accredited by the National Accrediting Agency may organize Informal Education competence to learners in accordance with the provisions of the legislation. (4) the Community Learning Center is accredited by the National Accrediting Agency for Education-formal certificate of competence to learners who passed competency tests referred to in subsection (3). (5) students who have completed the learning activities in the center of the learning activities the public can take the test to get the recognition of the equivalence of the learning results with formal education in accordance with national standards of education. (6) students who are qualified and/or pass the test of equality of outcome study with formal education referred to in subsection (5) gain diplomas in accordance with a program to follow.

17 Paragraph 4 the Assembly Taklim Article 37 (1) of the Assembly of taklim or other similar forms can organise education for the citizens of the community to: a. acquire knowledge and skills; b. obtain skills life skills; c. develop professional attitudes and personality; d. prepare to seek independent; and/or e. continuing education to a higher level. (2) the Assembly of taklim or other similar forms can deliver programs: a. Islamic religious education; b. early childhood education; c. Education Literacy; d. education equality; e. life skills education; f. education empowerment of women; g. education of youth; and/or non-formal education h. other necessary community. (3) students who have completed the learning activities in the taklim or other similar forms can take the test of equality of outcome study with formal education in accordance with the provisions of laws-invitation. (4) students who are qualified and/or pass the test of equality of outcome study with formal education referred to in subsection (3) gain diplomas in accordance with a program to follow. Paragraph 5 early childhood education-formal Lines of article 38 (1) early childhood education in non-formal education path shaped playgroup, children, child care and early childhood education unit of its kind. (2) a group of plays, children's daycare, and early childhood education unit of its kind organized education in the context of: a. play while learning in order to study religions and noble ahlak; b. play while learning in the framework of social learning and personality; c. playing while learning in order to study aesthetics; d. play while learning in order to study physical, health, and sports; and e. to play while learning in order to stimulate interest in science and technology. (3) the learners group play, children, child care and early childhood education-formal education similar lines can be evaluated without its development through processes that are testing the competence.

18 the fourth part Education Program life skills Education Paragraph 1 of article 39 (1) life skills Education is an educational program that prepares learners education-formal skills with personal, social, aesthetic proficiency skills, intellectual prowess, kinestetis skills, and skills necessary for working Polytechnic, trying, and/or independent living in the community. (2) life skills Education aims to improve social skills, personal skills, aesthetic proficiency, proficiency in intellectual prowess, kinestetis and Polytechnic prowess to prepare learners to work, try, and/or independent living in the community. (3) life skills Education can be implemented non-formal education program integrates with others or individually. (4) life skills Education can be implemented by non-formal educational institutions cooperate with institutions of formal education. (5) life skills Education can be implemented with integrated program of placing graduates in the workforce, both inside and outside the country. Paragraph 2 early childhood education article 40 (1) early childhood education formal education path is program yangdiselenggarakan flexibly based on stage of growth and development of the child. (2) early childhood education programme lines referred to informal education at subsection (1), the function menumbuhkembangkan and build the entire potential of children from birth up to the age of 6 (six) years so formed the basic capabilities and behavior in accordance with the stage of development in order to enter the child's readiness for further education. (3) educational programs of early childhood education-formal paths referred to in paragraph (2), prioritizing educational services to children from birth up to the age of four (4) years. (4) educational programs of early childhood education-formal line aims to: a. establish a foundation for the development of potential learners in order to become a man of faith and piety to God Almighty, noble character, personality, healthy, learned, skilled, critical, creative, innovative, independent, confident, and be a citizen of a democratic and accountable; and b. developing potential intelligence spiritual, intellectual, emotional, aesthetic, social, and kinestetis learners during the growth of gold in the environment play an educative and fun.

19 (5) early childhood education Program the educational track designed and organized informal: a. interactively, inspiring, fun, challenging, and encourage creativity and self-reliance; b. in accordance with the stage of physical growth and mental development of the child as well as the needs and best interests of the child; c. having regard to the difference in talents, interests, and abilities of each child; and d. by integrating the needs of the children on health, nutrition, and psychosocial stimulation. (6) the development of early childhood education programs educational path colloquial as mentioned on paragraph (4) is based on: a. the principles of play while learning and learn while playing; b. noticed a difference talents, interests, and abilities of each student; c. pay attention to social background, economics, and culture learners; and d. pay attention to the conditions and needs of the local community. (7) Grouping learners to educational programs in early childhood education-formal educational line is adapted to needs, age, and child development. (8) Conducting programs of early childhood education-formal education path can be integrated with other programs already developed in the community in an effort to expand early childhood education services to all walks of life. Paragraph 3 of article 41 Youth Education (1) Youth Education is education which is organized to prepare a cadre of leaders of the nation. (2) the Youth Education Program serves to develop the potential of youth with an emphasis on: a. reinforcement of the values of the faith, devotion, morals and noble; b. strengthening of national insight and love of the fatherland; c. penumbuhkembangan, personality, ethics and aesthetics; d. increased insight and capabilities in science, technology, art, and/or sports; e. growth of entrepreneurial attitudes, leadership, example, and pioneering; and f. Polytechnic skills improvement. (3) Youth Education Program provides educational services to the citizens of the community aged between 16 (sixteen) years up to thirty (30) years. (4) Youth Education may take the form of training and guidance or the like held by: a. religious organizations; b. Organization of youth; c. Organization of scouting/scouting; d. Organization of the Red Cross;


20 e. Organization of nature lovers and the environment; f. Organization of entrepreneurship; g. community organizations; h. organisation art and sports; and i. other similar organizations. Paragraph 4 of article 42 the empowerment of women's education (1) women's empowerment Education is education to enhance the dignity and the dignity of women. (2) educational programs empowering women serve to improve gender equality and justice in the lives of family, community, nation and State through: a. an increase in faith, devotion, morals and noble; b. strengthening of national insight and love of the fatherland; c. penumbuhkembangan, personality, ethics and aesthetics; d. increased insight and ability in the field of science, technology, art, and/or sports; e. growth of entrepreneurial attitudes, leadership, example, and pioneering; and f. Polytechnic skills improvement. (3) education of women's empowerment aimed at: a. improve the position, dignity, and the dignity of women to equality with men; b. improving access and participation of women in education, employment, business, social roles, the role of politics, and other forms of charity in life; c. prevent the occurrence of violations of human rights that are attached to a female. (4) provision of further education regarding women's empowerment as referred to in paragraph (1) and paragraph (2) subject to the regulations of the Regent with based on ministerial regulation. Paragraph 5 of article 43 Literacy Education (1) Literacy Education is education for illiterate citizens Latin so that they can read, write, count, speak Indonesia and knowledgeable base, which provides opportunities for self actualisation of potential. (2) Educational literacy functions provide the ability of basic reading, writing, arithmetic, and communicate in the language of Indonesia, as well as the basic knowledge to learners that can be used in everyday life. (3) the literacy education Program provides educational services to the local people of the age of 15 (fifteen) years and above who are not yet able to read, write, count and/or communicate in bahasa Indonesia.

21 (4) Literacy Education covers basic literacy education, literacy education, advanced education and literacy. (5) Quality Assurance end education literacy competency test is done through literacy. (6) the students who have passed the literacy competence as referred to in paragraph (5) be given a literacy certificate. (7) Educational literacy can be implemented is integrated with life skills education. Paragraph 6 of education skills and Training Work Article 44 (1) of the education skills and job training is intended for learners or job seekers who are already working. (2) the education skills and job training as referred to in paragraph (1) was carried out to: a. improve the motivation and work ethic; b. develop a personality that matches the type of work the learners; c. raise insight into aspects of the environment in accordance with the needs of the job; d. improve functional skills in accordance with the demands and needs of the job; e. improving the ability to build networks of the Association in accordance with the demands of the job; and f. enhance other capabilities in accordance with the demands of the job. (3) the ability of a functional skills as referred to in paragraph (1) covers the managerial skills of the Polytechnic, skills, communication skills, and/or social skills. (4) Educational skills and job training can be implemented is integrated with: a. education program life skills; b. equality education program Package B and C; c. educational programs empowering women; and/or youth education program d.. Paragraph 7 Education Equality Article 45 (1) of the education equality is non-formal education program that organizes public education equivalent to SD/MI, SMP/MTs, and SMA/MA measurements package A, Package B, and C as well as the vocational equivalent of SMK/MAK-shaped Package C Vocational. (2) education equality serves as a non-formal educational services at the level of primary and secondary education. (3) programme Package with learners are community members who meet the conditions of the compulsory education equivalent to SD/MI through non-formal education path. (4) programme Package B learners are community members who meet the conditions of the compulsory education equivalent of SMP/MTs through non-formal education path.

22 (5) programme Package B as referred to in paragraph (4) to equip learners with functional skills, attitude and personality of professionals who facilitate the process of adaptation with the work environment. (6) the requirements of the program Package B is passed the SD/MI, A Package program, or equal. (7) the learners program Package C is a member of the public who attended general secondary education through the formal. (8) programme Package C learners Vocational is a member of public who attended vocational secondary education through the formal education. (9) programme Package C as referred to in paragraph (7) to equip learners with the academic ability and functional skills, as well as professional attitude and personality. (10) programme Package C Vocational as mentioned on paragraph (8) to equip learners with the academic ability, functional skills, vocational skills and paraprofesi, as well as professional attitude and personality. (11) the requirements of the following package and package C C is the Vocational pass JUNIOR/MTs, package B or equal. (12) educational equality Program can be implemented is integrated with: a. education program life skills; b. educational programs empowering women; and/or c. educational program youth. A Fifth part Educational Results Article 46 (1) the results of non-formal education can be appreciated on a par with the results of formal education after going through the test of equality of National Education standards by the agency appointed by the Government or local government authority in accordance, respectively, and in accordance with the provisions of the legislation. (2) the test of equivalence as referred to in subsection (1) for Package A, Package B, Package C, and the C Package Program was implemented by the Agency for Vocational education standards. (3) the test of equivalence as referred to in paragraph (1) life skills program to be implemented in order to: a. obtain the recognition of equivalence with the competence of students in subjects at the secondary education level; or b. obtain the recognition of equivalence with the competence of students in courses at higher education level. (4) the test of equivalence as referred to in paragraph (3) the letter a can be implemented by CMS or MAK least accredited national accreditation Entity B of school/Madrasa. (5) the test of equivalence as referred to in paragraph (1) letter b can be implemented by a college through the lowest vokasinya courses accredited national accreditation Body of the College. (6) the students who passed the test of equivalence as referred to in paragraph (4) and paragraph (5) was given a certificate of competence. (7) the provisions on equality test referred to in subsection (1) until subsection (6) is governed by the rules of Regent with perdoman on a regulation of the Minister.

23. CHAPTER VI HOLDING of SPECIAL EDUCATION and SPECIAL EDUCATION SERVICE is considered Part of the General Chapter 47 special education is education for learners who have difficulty in following the learning process because the disorders are physical, emotional, mental, social, and/or have the potential of intelligence and talent. Article 48 special service Education is education for learners in remote areas or underdeveloped, remote indigenous communities, and/or experiencing natural disasters, social disaster, and could not afford in terms of economy. The second part of Paragraph 1 special education special education for Learners Berkelainan of article 49 (1) special education for learners berkelainan function provides educational services for students who have difficulties in following the process of learning because of an abnormality of mental, emotional, physical, intellectual, and/or social. (2) special education for learners berkelainan aims to develop learners potentials optimally according to his ability. (3) learners berkelainan consists of students who are visually impaired: a.; b. deaf; c. tunawicara; d. mental retardation; e. tunadaksa; f. tunalaras; g. berkesulitan study; h. slow learning; i. autistic; j. motor impaired; k. being victims of the abuse of narcotics, illegal drugs, and other addictive substances; and b. have another disorder. (4) the disorder as referred to in paragraph (3) may also form a composite of two or more types of abnormalities, called tunaganda.


24 Article 50 (1) special education for learners berkelainan can be held on all of the lines and the kind of education at primary and secondary level education. (2) the Organization of special education can be done via special education units, units of general education, vocational education, and/or religious education units. (3) the provisions on special education programs in special education units, units of general education, vocational education, and/or religious education units as referred to in subsection (2) subject to the regulations of the Regent with based on ministerial regulation. Article 51 (1) County Government assures this special education on the units of general education and vocational education units according to the needs of learners. (2) the granting of special education are invited, as referred to in subsection (1) done by assigning at least 1 (one) unit of general education and 1 (one) unit of vocational education which provides special education. (3) in special education this warrant referred to in subsection (2), County Government provides educational resources related to the needs of learners berkelainan. Article 52 special education for berkelainan students on the path to formal organized through early childhood education unit, the unit of elementary education, and secondary education unit. Article 53 (1) units of a formal special education for students berkelainan to early childhood education kindergarten-shaped or other designations for units of similar education and equal. (2) a unit of special education for the students of basic education level in berkelainan consists of: a. primary school outstanding or other designations for units of similar education and equal; and b. Middle School outstanding or other designations for units of similar education and equal. (3) a unit of special education for learners berkelainan on level of secondary education is a remarkable high school, vocational high school outstanding, or other designation for units of similar education and equal. (4) the Organization of special education units can be implemented in an integrated educational antarjenjang and/or antarjenis disorders. (5) special education for berkelainan students can be organized by education on the formal education.

25 Paragraph 2 special education for learners who have the potential intelligence and/or Special Talent of article 54 (1) special education for learners who have the potential intelligence and/or talents of exceptional function of developing potential advantages into real achievements of learners in accordance with the special characteristics. (2) special education for learners who have the potential intelligence and/or special talent aims to actualize the whole potential of a distinction without neglecting the development of the balance of spiritual intelligence, intellectual, emotional, social, aesthetic, kinesthetic, and other intelligence. Article 55 (1) special education for learners who have the potential intelligence and/or special talents can be organized in units of formal education of KINDERGARTEN/RA, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or other forms of equal. (2) Special Education Program for students who have the potential intelligence and/or special talents can be: a. acceleration program; and/or b. enrichment program. (3) acceleration of the Program referred to in subsection (2) is performed with the requirements: a. the learners have the potential intelligence and/or special talent as measured by psychological test; b. students have higher academic performance and/or special talents in the arts and/or sports; and c. a unit of education organizers have been or almost meet the education standards. (4) the acceleration of the Program referred to in subsection (3) can be done by applying a system of credit in accordance with the provisions of the legislation. (5) Organization of special education programs for students who have the potential intelligence and/or special talent as referred to in paragraph (2) may be made in the form of: a. regular classes; b. special classes; or c. a unit of special education. Article 56 special education for learners who have the potential intelligence and/or special talents can be organized by education on the formal education.

26 the third part of the Special Services Education Article 57 (1) education special services function delivers educational services to learners in the areas of: a. remote or underdeveloped; b. remote indigenous communities; c. who have experienced natural disasters; d. who experience social disasters; and/or e. who cannot afford in terms of economy. (2) education special services aimed at providing access to education for learners so that the right to obtain education are met. Article 58 (1) education special services can be organized on the formal education, non-formal, and informal. (2) special services on line Education formal education is organized by means of adjusting the time, place and infrastructure of learning, educators, educational personnel, and/or other learning resources with the condition of the difficulties learners. CHAPTER VII INTERNATIONAL EDUCATION UNIT Section 59 of the Education International Unit is a unit of education that meets national standards of education and enriched with educational standards of developed countries. Article 60 (1) County Government organizes at least one (1) international standard SD and/or facilitate the Organization of at least one (1) international standard SD organized society. (2) in the case of the provisions referred to in subsection (1) may not be met, then the County Government organizes at least one (1) ELEMENTARY that developed into an international education unit. (3) Conducting education on ELEMENTARY that developed into an international education unit referred to in subsection (2) may be exercised partially according to groups of study or subjects. (4) the development of SD into international education unit carried out the longest 7 (seven) years. (5) the County Government to assist and facilitate the holding of the SD international standard or international standard stub that was held by the public as referred to in paragraph (1).

27 Article 61 (1) County Government may ask for the help of the provincial government to facilitate and help organizing an international ELEMENTARY SCHOOL in the district. (2) Facilitation and assistance referred to in subsection (1) include the following: a. investment and infrastructure funding; b. funding of operational costs; c. provision of educators and educational personnel; and d. the Organization of supervision and quality assurance international standard SD or developed into an international organized by the County Government. Article 62 (1) the County Government may ask for the help of the provincial government to hold at least one (1) junior high school, one high school, and one (1) of THIS international standard and/or facilitating the holding of at least 1 (one) junior high school, one high school, and one (1) international standard CMS organized communities in the County. (2) the development of junior high, high school, VOCATIONAL SCHOOL and became an international education unit carried out the longest 6 (six) years. (3) County Government can help organizing the junior high, high school, and an international CMS or developed into an international education unit. Article 63 (1) the units of primary and secondary education which developed into an international educational quality assurance performs in accordance with the quality assurance of schools/madrasah international standard set by the Minister. (2) the County Government or society can establish a new school/madrasah international standard with the requirements need to be fulfilled: a. education standards since the school/madrasa stand; and quality assurance Guidelines b. school/madrasa international standard set by the Minister since school/madrasa stand. Article 64 (1) County Government or society can organise special education unit and the unit or non-formal education programs of international standard. (2) further Provisions regarding special education unit and the unit or non-formal education programme international standard as referred to in paragraph (1) are governed by the rules of Regent with based on the regulations of the Minister.


28 Article 65 of the education unit and the Organizers are prohibited from using the word for the name of the unit of international education, programs, classes, and/or subjects except getting the assignment or the permission of the competent authority issuing the determination or permit the Organization of an international education unit. CHAPTER VIII UNITS of LOCAL ADVANTAGES BASED EDUCATION Article 66 local advantages based Education Unit is the unit of education that meets national standards of education and enriched with a competitive advantage and/or comparative areas. Article 67 (1) County Government manages and organizes at least 1 (one) unit of education at primary and secondary level education based local advantages. (2) the County Government to facilitate the holding of units of local advantages based on the educational level of primary and secondary education organized society. Article 68 (1) of the local Advantages as stipulated in article 67 was developed on the basis of competitive advantage and/or comparative areas in the field of art, tourism, agriculture, marine, industrial, and other fields. (2) units of primary and secondary education which developed into a local excellence-based should be enriched with the charge of vocational education related to the potential economic, social and/or local culture which is a competitive advantage and/or comparative areas. Article 69 (1) units of primary and secondary education which developed into units of excellence of the local-based education do guarantee the quality of education in accordance with the quality assurance of schools or madrasah-based local advantages which are set by the Minister. (2) the County Government or society can establish a new school/madrasa-based excellence with local requirements meet: a. education standards since the school/madrasa stand; and quality assurance Guidelines b. school/madrasa-based local excellence set by Ministers since school/madrasa stand. Article 70 (1) County Government or society can organise informal education program or unit-based local advantages.

29 (2) further Provisions concerning non-formal education programme or unit-based local advantages referred to in subsection (1) is subject to the rule of Regent with based on the regulations of the Minister. CHAPTER IX OBLIGATIONS of LEARNERS of article 71 (1) no learners are obligated: a. follow the learning process according the regulations unit of education with respect to academic and ethical norms; b. run the worship in accordance with the religion adhered and respecting the exercise of worship to other learners; c. respect for educators and educational personnel; d. maintain harmony and peace to realize social harmony; e. love of family, community, nation, and State, as well as care for fellow learners; f. love and preserving the environment; g. opt in keeping and maintaining the infrastructure and facilities, cleanliness, security, and public order unit of education; h. join the keep and maintain facilities and infrastructure, hygiene, security and public order; i. bear the costs of the management and organization of education, except for those exempted from obligations; j. maintain authority and good name of the concerned education unit; and c. comply with all regulations. (2) the obligation referred to in subsection (1) is carried out under the guidance and example of educators and educational personnel, as well as conditioning against learners. (3) the provisions on the liability of the learners as referred to in paragraph (1) are governed by the respective education unit. CHAPTER X section of PRODUCE EDUCATORS EDUCATORS and One General Article 72 educators and educational personnel in units and educational program is executing and supporting the Organization of education. The second type, tasks, and responsibilities Section 73 (1) of produce educators Educators is qualified as a teacher, lecturer, counselor, teachers learn, widyaiswara, tutors, instructors, facilitators, and other designations in accordance with his, as well as participate in organized education.

30 (2) the educator as referred to in paragraph (1) has a duty and responsibility as follows: a. teachers as professional educators to educate, teach, guide, direct, train, assess, and evaluate learners in the early childhood education path of formal education, elementary education, and secondary education; b. a professional educator as a lecturer and scientist transforming, developing, and disseminating knowledge, technology, and the arts through education, research, and service to the community, at the level of higher education; c. professional educators as counselors provide counseling services to students in the educational unit at the level of basic education, secondary education, and higher education; d. teachers learn as professional educators to educate, guide, instruct, train, assess, and evaluate learners, and to develop a model program of learning, learning tools, and management of learning in non-formal education path; e. widyaiswara as professional educators to educate, teach, and train students in educational programs and training prajabatan and/or in the position held by the Government and/or regional Governments; f. a professional educator as the tutors provide help learning to learners in distance learning and/or learning face-to-face educational unit on formal and informal trails; g. instructors as professional educators providing technical training to students on the course and/or training; h. facilitator as professional educators to train and assess on vocational education and training; i. early childhood education teachers as a professional educator, parenting guide, train, assess early childhood development group play, child care and other forms of non-formal education on track similar; j. Special supervising teacher as professional educators Guide, teach, assess, and evaluate learners berkelainan on units of general education, vocational education unit, and/or religious education unit; and k. nara technical resources as professional educators to train specific skills for learners on education equality. Article 74 (1) Educators should have an academic qualification and competence in accordance with the provisions of the legislation. (2) the academic qualification and competence of teachers in the formal educational unit must comply with the provisions of the legislation. (3) the academic qualification and competence of educators in addition to teachers based on a regulation of the Minister. (4) academic qualification and competence of educators on the formal education is governed by the rules of Regent with based on the regulations of the Minister.

31 Article 75 (1) of produce educators in addition to educators as stipulated in article 73 includes the Education Unit Manager, overseer, supervisors, researchers, developers, energy, energy laboratory, library technicians learning resources, administration personnel, psychologists, social workers, therapists, energy cleanliness and safety, as well as power as another of the unit's work on education. (2) Educational Personnel as referred to in paragraph (1) has a duty and responsibility as follows: a. Education Unit Manager manages a unit of education on the formal education or informal; b. overseer monitoring, assessment, and non-formal education units on coaching; c. supervisory monitoring, assessment, and coaching on the units formal early childhood education, elementary education, and secondary education; d. the researchers doing research in the field of education on the units of early childhood education, elementary education, secondary education, and higher education, as well as non-formal education; e. developer or perekayasa conduct an engineering or development in the field of education on the units of early childhood education, elementary education, secondary education, and higher education, as well as non-formal education; f. power library implementing the management of libraries in educational units; g. laboratory personnel help educators manage the practical activities of the laboratory unit of education; h. learning resource technicians prepare, maintain, fix the infrastructure of learning in educational units; i. personnel administration conducts administrative services unit on education; j. psychologists providing services help psychological-pedagogical to learners and educators in special education and early childhood education; k. education social workers provide assistance services-sociological pedagogical to learners and educators in special education or special education services; b. the therapist providing services kinesiologis-physiological relief to learners in special education; and d. the cleanliness and security of the personnel providing the service of environmental hygiene and safety education unit. The third part of adoption, placement, transfer and dismissal of Article 76 County Government in accordance with its planning needs of educators and educational personnel that meet national standards of education based on the planning of needs drawn up by the Government.


32 Section 77 (1) adoption, placement, transfer, and dismissal of produce educators and educators in educational units organized by the County Government were implemented in accordance with the provisions of the legislation. (2) adoption, placement, transfer, and dismissal of educators and educational effort by the Government and the District Government carried out in the framework of the expansion of and equitable access to education as well as increased competitiveness, quality, and relevance of education. (3) adoption, placement, transfer, and dismissal of produce educators and educators in educational units organized by the society conducted by education providers who founded a society based on agreement and in accordance with the provisions of the legislation. The fourth part of the construction Careers Awards, promotions, and Paragraph 1 of article 78 Career Coaching (1) County Government is obligated to do coaching career educators and educational personnel in accordance with the pattern of a coaching career in accordance with the provisions of the legislation. (3) established a community education providers obligatory coaching career educators and educational personnel in units of the home education in accordance with the pattern of a coaching career as referred to in paragraph (1). (4) Coaching career educators are implemented in the form of increased academic qualification and/or competence as an agent of learning with reference to the national standards of education. (5) the coaching career of produce educators are implemented in the form of improved academic qualifications and/or competencies managerial and/or technical as produce educators with reference to the national standards of education. Paragraph 2 of article 79 Award promotion and promotion of and respect for educators and educational personnel is done based on educational background, experience, ability, work and achievements in the field of education. Article 80 (1) promotions for educators and educational personnel as stipulated in article 79 is given in the form of promotion/classes, hikes, and/or other forms of promotion which was carried out in accordance with the provisions of regulation perundangundangan.

33 (2) promotions for educators and educational personnel is not a civil servant on a unit of education organized by the society carried out in accordance with the articles of Association and bylaws as well as provision of education providers and regulations. Article 81 (1) awards for educators and educational personnel as stipulated in article 79 is given by: a. bupati/walikota at district level; b. the head at the level of sub; c. Heads of villages at the level of villages; and d. the leader unit education on unit level education. (2) awards for educators and educational personnel can be given by the community and professional organizations at the international level, national, provincial, kabupaten/kota, kecamatan, village/kelurahan, and/or unit level education. (3) the award referred to in subsection (1) and paragraph (2) is given in accordance with the provisions of the legislation, in the form of: a. sign services; b. promotion; c. Charter; d. money; and/or other forms of e. award. Article 82 (1) County Government gave awards to educators and/or produce educators dedicated to serve in remote areas or underdeveloped areas with remote indigenous communities, the conditions of the border areas with other countries, a region that is experiencing natural disasters, social catastrophes, lagging areas, or areas that are in other emergencies. (2) it Educators or educational personnel who died in carrying out the task of getting the award from County Government and/or the organizer of a unit of education in accordance with the provisions of the legislation. The fifth part of the prohibition of article 83 educators and educational power, either individual or collective, it is prohibited: a. sell textbooks, learning materials, equipment, materials, or materials uniforms uniform in units of education; b. charge in providing tutoring or tutoring to students in educational units; c. do everything directly or indirectly injure the integrity of student assessment learners; and/or d. do levy to learners both directly and indirectly, contrary to the provisions of the legislation.

34. CHAPTER XI of the ESTABLISHMENT of the EDUCATION UNIT of article 84 (1) the establishment of a program or unit of education, early childhood education, elementary education and secondary education compulsory license in accordance with its area of Government. (2) Permit the establishment referred to in subsection (1) for kindergarten, elementary school, junior high, high school, and VOCATIONAL SCHOOL, which meets the minimum service standard up to national standards of education, provided by Regent. (3) Permit the development of elementary, junior high, high school, and VOCATIONAL SCHOOL, which meets national standards of education became a unit and/or an international education program administered by the Minister. (4) Permits the development of elementary, junior high, high school, and VOCATIONAL SCHOOL, which meets national standards of education into the unit and/or educational program based on local advantages, given by the Regent. (5) Permits the establishment referred to in subsection (1) for special education unit at the level of primary and secondary education provided by the Governor. (6) the establishment Permit referred to in subsection (1) for RA, MI, MA, MTs, MAK, and religious education was issued by Minister of religious affairs. (7) Permits the development of RA, MI, MA, MTs, MAK, and religious education into the unit and/or international education program or the local advantages based issued by Minister of religious affairs. (8) further Provisions on the procedures for the granting of the permit unit of formal education referred to in subsection (1) until subsection (10) subject to the regulations of the Regent with based on the regulations of the Minister. Article 85 (1) of the conditions of establishment of formal education unit includes educational content, the number and the qualifications of educators and educational personnel and infrastructure of education, financing of education, the system of evaluation and certification, as well as the management and the educational process. (2) the conditions referred to in subsection (1) based on provisions in national standards of education. (3) in addition to requirements as referred to in paragraph (1) the establishment of an educational unit must attach: a. the results of the feasibility study about the prospect of the establishment of formal education units in terms of spatial, geographical, ecological, and; b. results of a feasibility study about the prospect of the establishment of formal education unit in terms of the prospect of registrants, financial, social, and culture; c. data regarding equalization between the number of units of formal education with a school-age population in the region; d. data on estimated distance education unit is proposed between the cluster units of similar formal education; e. data regarding the capacity of the capacity and the scope of the coverage of units of similar existing formal education; and f. the estimated data about financing for the continuity of education for at least one (1) of the next academic year.

35 Article 86 (1) establishment of formal education unit is obligated to obtain permission from the County Government. (2) further Provisions regarding the establishment of the terms and procedures of granting permission set with the informal educational units of the regulations the Regents with based on the regulations of the Minister. CHAPTER XII the ROLE SOCIETY Part One General Article 87 the community can participate in the Organization of the education through the various components of society, community-based education, Civic Council, and the Committee on school/madrasa. The second part of article 88 of the role and Function of the community in the education function improve the access, quality, competitiveness, relevance, governance, and accountability of the management and organization of education. The third component is the role of the community as well as of article 89 (1) as well as the Role of the community include the role of individuals, groups, families, organizations, entrepreneurs, and civic organizations in organizing and controlling the quality of educational services. (2) the role of the community as referred to in paragraph (1) may be the source of, implementing, and users of educational outcomes in the form of: a. the provision of educational resources; b. Organization of the educational units; c. use of the results of education; d. supervision of the Organization of education; e. supervision of the management of education; f. granting of consideration in decisions that have an impact on the stakeholders of education in General; and/or g. granting assistance or facilities to a unit of education and/or educational unit in running the organizers function. (3) Supervision as referred to in paragraph (2) letter d and the letter e does not include examination of the supervisory authority is the authority that became functional. (4) the role of the community in particular in education can be routed through: a. the Board of education district level; b. Committee on school/madrasah; and/or c. organ stakeholder representation units of education.


36 (5) professional organizations can participate in education through: a. quality control education profession; b. competence and competency certification executed by units of education; c. accreditation of a course or unit of education; and/or d. other relevant role with keprofesiannya. The fourth part of community-based Education Article 90 (1) community-based Education can be implemented on units of formal education and/or informal at all levels and types of education. (2) the community can organize the units of community-based education on formal education and/or colloquial in accordance with the specificity of religion, social, and cultural environment for the benefit of the community. Article 91 (1) units of community-based education Curriculum as stipulated in article 90 of the national standards of education. (2) units of community-based education as stipulated in article 90 can develop curriculum in accordance with the specificity of religion or social and cultural environment of each. Article 92 (1) of the management and organization of the units of community-based education in formal and non-formal education is carried out in accordance with the provisions of regulation perundangundangan. (2) the organizers of community-based education units may develop a pattern of conduct of the educational unit in accordance with religious or socio-cultural peculiarities of each. Part five County Board of education Article 93 (1) County Board of education function in increasing the quality of educational services by providing a landing and considerations, support personnel and infrastructure, as well as the supervision of education at the national level, provincial, and district. (2) the County Board of education running its functions independently and professionally. (3) the County Board of education is in charge of gather, analyze, and provide rekomondasi to the Regent against the complaints, suggestions, criticism, and aspirations of the community to education. (4) the County Board of education report on the implementation of the tasks referred to in paragraph (4) to the community through print, electronic media, page, meetings, and/or another form of public accountability as a type.

37 (5) a member of the Board of education district consist of notable people come from: a. education experts; b. education providers; c. employers; d. professional organizations; e. education-based religious or socio-cultural particularities; f. international education; g. education based local advantages; and/or h. social organization. (6) the recruitment of candidates for members of the County Board of education is implemented through announcements in the print and electronic media. (7) the term of the membership of the Board of education district is 5 (five) years and can be re-elected for one term. (8) a member of the Board of education of the district may be dismissed if: a. resigned; b. dies; c. cannot perform the task because it was unable to keep it; or d. a criminal sentenced for committing a crime a crime based on a court decision has acquired legal force anyway. (9) the composition of the Management Board of education consists of at least the Chairman and the Secretary of the Board. (10) a member of the Board of education district totaled gasal. (11) the Chairman and the Secretary referred to in subsection (6) are elected from and by the members of any consensus or conversationally through voting. (12) the County Board of Education Funding can be sourced from: a. the Government; b. the Government of the region; c. community; d. foreign assistance are not binding; and/or e. another source of legitimate. Article 94 (1) the Board of education District is based in the capital of the district. (2) a member of the County Board of education set forth by the Regents. (3) a member of the Board of education District numbering at most 11 (eleven) persons. (4) the Regent of choosing and setting the members of the County Board of education on the basis of a proposal from the Election Committee members of the District Education Council is formed by the Regent. (5) the Election Committee as referred to in paragraph (4) propose to the Regent at most 22 (twenty two) members of the Board of education District after getting a proposal from: a. professional organizations of educators; b. other professional organizations; or c. 's civic organizations.

38 the Sixth Committee on school/Madrasa Article 95 (1) Committee on school/madrasah quality improvement work in educational services by providing a landing and considerations, support personnel and infrastructure, as well as the supervision of the education at the unit level of education. (2) the Committee on school/madrasa running its functions independently and professionally. (3) the Committee on school/madrasa heed and follow up against complaints, suggestions, criticism, and aspiration towards educational units. (4) the Committee on school/madrasa is formed for 1 (one) unit of the combined unit of education or formal education in primary and secondary education level. (5) educational Unit that has learners less than 200 (two hundred) people may form a Joint Committee on school/madrasa with other similar educational units. (6) the Committee on school/madrasa education unit based at. (7) the Committee Funding school/madrasa can be sourced from: a. the Government; b. the Government of the region; c. community; d. foreign assistance are not binding; and/or e. another source of legitimate. Article 96 (1) members of the Committee on school/madrasa totalling at most 15 (fifteen), consisting of the elements: a. parent/guardian students at most 50% (fifty per cent); b. public figures at most 30% (thirty per cent); and c. the relevant education experts at most 30% (thirty per cent). (2) the term of the membership Committee of the school/madrasa is 3 (three) years and can be re-elected for one term. (3) the members of the Committee on school/madrasa can be dismissed if: a. resigned; b. dies; or c. cannot perform the task because it was unable to keep it; d. criminal sentenced for committing a crime a crime based on a court decision has acquired legal force anyway. (4) the composition of the Management Committee of the school/madrasa is composed of the Chairman of the Committee and the Secretary. (5) the members of the Committee are chosen by the school/madrasah parent/guardian meeting learners educational units. (6) the Chairman and the Secretary of the Committee as intended in paragraph (4) elected from and by the members of any consensus or conversationally through voting. (7) members, the Secretary, and the Chairman of the Committee on school/madrasa assigned by the principal.

the seventh section of the 39 Prohibitions of article 97 District Education Council and/or Committee school/madrasa, either individual or collective, it is prohibited: a. sell textbooks, learning materials, equipment, materials, or materials uniforms uniform in units of education; b. charging tutoring or tutoring from students or parents/guardian in education units; c. harm the integrity of the student assessment learners directly or indirectly; d. harm the integrity of the selection acceptance of new learners directly or indirectly; and/or e. carrying out other activities that harm the integrity of the educational units directly or indirectly. CHAPTER XIII the SUPERVISION of article 98 (1) Supervision system of organizing education done by the County Government, the County Board of education and the Committee on school/madrasa. (2) the supervision of the Organization of the education system as referred to in paragraph (1) was carried out in accordance with the provisions of laws-invitation. Article 99 (1) Supervision system of organizing education includes administrative and technical educational supervision implemented in accordance with the provisions of the legislation. (2) County Government carry out supervision of the system of organization of early childhood education, elementary education, secondary education, non-formal education and in the area that became those powers. Article 100 (1) County Government, in accordance with their respective authority, follow up public complaints about irregularities in the field of education in accordance with the provisions of the legislation. (2) the follow-up as mentioned in subsection (1) is conducted in the form of a clarification, verification, or investigation if: a. the complaint the complainant's identity carries with it the obvious; and b. the complainant gave evidence of irregularities. Article 101 (1) Supervision as referred to in article 98 may be made in the form of public examinations, the examination of performance, special examination, the examination of thematic, investigative, examination and/or assessment in accordance with the provisions of the legislation.


40 (2) the results of the surveillance referred to in paragraph (1) were reported to the agency or agencies in accordance with the provisions of laws-invitation. (3) the examination referred to in subsection (1) is only done by the functional supervision have the authority and competence of the examination in accordance with the provisions of regulation perundangundangan. Article 102 in carrying out the verification, clarification, or investigations as referred to in article 100 paragraph (2) the County Government may appoint independent inspection institutions. Article 103 (1) County Board of education carry out supervision of the system of organizing education at district level. (2) the results of supervision by the Board of education District reported to the Regents. Article 104 (1) School Committee/implement supervision of madrasah conducting education on unit level education. (2) the results of the scrutiny by the Committee on school/madrasa reported to the parent/guardian meeting learners organized and attended by heads of schools/madrasah Board and teachers. CHAPTER XIV the SANCTIONS of article 105 of its compliance with the County Government can shut down a unit of education and/or educational program that organizes education without a permit as referred to in article 84 and article 86 paragraph (1). Article 106 County Government in accordance with its administrative sanctions can provide in the form of alerts, postponement or cancellation of the merger, the awarding of educational resources to the educational units, freezing, closing the unit of education and/or education programs that carry out the education that does not comply with the provisions referred to in Article 15 paragraph (4), article 17 paragraph (2) and paragraph (3), article 18, article 27 paragraph (6) and of article 85. Article 107 the learners who do not carry out obligations as stipulated in article 71 paragraph (1) are the administrative sanction in the form of a warning, suspension, and/or removed from the education unit by unit of education.

41 Article 108 Individual, group, or organization, which organizes the formal education either intentional or unintentional in violation of the provisions referred to in Article 34 to article 46 may be subject to administrative sanction in the form of a written reprimand, merging, freezing, and/or the closure of County Government. Article 109 (1) educators who neglect duties and responsibilities as stipulated in article 73 paragraph (2) no reason which can be accounted for is the administrative sanctions in accordance with the provisions of laws-invitation. (2) a duty dereliction of produce educators and/or its obligations as stipulated in article 75 (2) paragraph without reason that can be accounted for is the administrative sanctions in accordance with the provisions of the legislation. (3) it Educators or educational institution civil servant personnel who violate the conditions as referred to in article 83 subject to administrative sanctions in accordance with the provisions of the legislation. (4) Educators or educational personnel is not a civil servant violates the conditions as referred to in article 77 paragraph (3) is penalized in accordance with the agreement or the agreement of joint work and the provisions of the legislation. (5) a person who is lifting, placing, moving, or lay off educators or educational personnel contrary to the provisions referred to in Article 77 without a valid reason, is an administrative sanction in the form of a written reprimand, periodic salary increases delay, delay promotion, liberation from the Office, dismissal with respect, and/or dismissal with no respect from his post. Article 110 (1) of the Education Units that violate the provisions of education organizing: a. international standard as stipulated in article 63 clause (1) and article 65; or b. based local advantages as stipulated in article 68 paragraph (2) and article 69, paragraph (1) are the administrative sanction in the form of a written reprimand first, second, and third, delay or discontinuation of subsidies until revocation by the Government and/or County Government complies with those powers. (2) a revocation referred to in subsection (1) done after the construction of the longest-held three (3) years by the Government and/or County Government complies with those powers. Article 111 (1) members of the Board of education district or school Committee/madrasa which violates the conditions as referred to in article 97 is an administrative sanction in the form of written reprimand by the County Government.

42 (2) a member of the County Board of education or the school/madrasah Committee in carrying out its work beyond the functions and duties of the Board of education district as referred to in article 93 paragraph (1) and paragraph (2) as well as the functions of the Committee on school/madrasa as stipulated in article 95 paragraph (1) are the administrative sanction in the form of written reprimand by the County Government. CHAPTER XV TRANSITIONAL PROVISIONS Article 112 (1) the permit is obtained prior to the enactment of the Education Regulations unit of the area, was still in force. (2) the County Board of education and the school Committee that has been formed, is obligated to adjust the provisions as set forth in the regulation of this area at the latest 1 (one) year since the enactment of the regulations in this Area. (3) the units of education expressed by its founder as an international school prior to the enactment of Regulations in this Area, at least 3 (three) years since local regulations is applicable, mandatory adjust to: a. the unit education category standard or independent categories in accordance with the regulations governing the national standard of education; b. local advantages based education unit; or c. a unit of international education. CHAPTER XVI the PROVISIONS of article 113 COVER things that have not been provided for in the regulation of this area all guidance practice is regulated further in a regulation the Regent. Article 114 of the regulation Area this area comes into force on the date of promulgation. So that everyone can know it, ordered the enactment of regulations in this Area with its placement in the piece area of Banyuwangi Regency. Set in Banyuwangi on June 15, 2011 REGENT of BANYUWANGI, h. ABDULLAH AZWAR ANAS

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