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` REGENT BANYUWANGI

REGULATION COUNTY COUNTY BANYUWANGI

NUMBER 5 IN 2011

ABOUT

THE STAGING SYSTEM FOR EDUCATION

WITH THE GRACE OF THE ALMIGHTY GOD

BUPATI BANYUWANGI

Counterpart: a. That in order to promote the life of the nation and improve the quality of the human resources, the government of Banyuwangi Regency has a duty to foster and develop an education that is a quality to the people. residents of the community so generated a quality educational output;

b. That the host of education aims to guarantee the setting of educational opportunities and improving the quality of education and to develop self-potential through participatory learning, justice by upholding the values of moral, cultural values. and the number of tribal customs and customs of the region;

c. that to carry out the provisions of article 29 paragraph (2) letter f, Government Regulation No. 17 Year 2010 juncto Regulation No. 66 of 2010, the Government of the Regency is responsible manage the national education system in the area and formulate as well as establish Regional policy in the field of education as of its authority;

d. that in order to carry out the meaning of the letter a, b and the letter c above, it is necessary to establish a Banyuwangi Regency Regulation (Banyuwangi) of the Education System.

Given: 1. Law No. 12 of 1950 on

The Establishment of County Areas in the Environment of the Province of East Java (News of the Republic of Indonesia 1950 Number 4), as amended by Law No. 2 of 1965 (Sheet) Republic of Indonesia Year 1965 Number 19, Additional Gazette Republic of Indonesia Number 2730);

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2. Law No. 20 Year 2003 on National Education System (Indonesian Republic of Indonesia Year 2003 Number 78, Additional Gazette Republic of Indonesia Number 4301);

3. Law No. 10 Year 2004 on the Establishment of the Laws (Indonesian Republic of 2004 Law Number 53, Additional Gazette of the Republic of Indonesia Number 4389);

4. Law No. 25 of 2004 on the National Development Planning System (Cid of the Republic of Indonesia 2004 No. 104, Additional Gazette of the Republic of Indonesia States No. 4421);

5. Law No. 32 of the Year 2004 on the Government of the State (Indonesian Republic of Indonesia Year 2004 Number 125, Additional Gazette of the Republic of Indonesia No. 4437) as amended last time by Act No. 12 of the Year 2008 About The Second Change Of The Law Number 32 Of 2004 On Local Government (sheet Of State Of The Republic Of Indonesia 2008 Number 108, Additional Gazette Of The Republic Of Indonesia Number 4548);

6. Law No. 14 Year 2005 on Teachers and Lecturers (sheet Of State Of The Republic Of Indonesia In 2005 Number 157, Additional Gazette Of The Republic Of Indonesia Number 4586);

7. Government Regulation Number 19 of 2005 on the National Standard of Education (State Sheet of Indonesia Year 2005 Number 41, Additional Gazette Republic of Indonesia Number 4496);

8. Government Regulation No. 65 of 2005 on the Drafting Guidelines and the implementation of the Standard Service Standards (sheet of state of the Republic of Indonesia in 2005 No. 150, Additional Gazette of the Republic of Indonesia Number 4585);

9. The Government of the Republic of Indonesia Regulation No. 79 of 2005 on the Governing Guidelines and Supervision of the Government of the Regions (sheet of State of the Republic of Indonesia in 2005 number 165, Additional Sheet of the Republic of Indonesia No. 4593);

10. Rule of Government of the Republic of Indonesia No. 38 Year 2007 on the Division of Provincial Affairs of Provincial and Local Government of District/City (Gazette of the Republic of Indonesia in 2007 No. 82, Additional Gazette of the Republic of Indonesia) Number 4737);

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11. Government Regulation No. 74 of 2008 on Teachers (Republican Gazette 2008 Number 194, Additional Gazette of the Republic of Indonesia Number 4941);

12. Government Regulation No. 17 Year 2010 on Management and Hosting Education (State Gazette 2010 Number 23, Additional Gazette Republic Indonesia Number 5105) as amended by Regulation (2010). Government Number 66 Of 2010 On The Changes To Government Regulation Number 17 Of 2010 (leaf Of State Of The Republic Of Indonesia Year 2010 Number 112, Additional Gazette Of The Republic Of Indonesia Number 5157);

13. The Presidential Decree No. 1 of 2007 on Unrest, Invitation and Dissemination of the Laws of the Law.

With THE Joint Agreement

THE PEOPLE ' S REPRESENTATIVE COUNCIL OF THE COUNTY AREA OF BANYUWANGI

AND

BUPATI BANYUWANGI

DECIDED:

SET: THE REGIONAL REGULATIONS ON THE HOLDING SYSTEM. EDUCATION

CHAPTER I OF THE GENERAL PROVISIONS

Article 1

In this Region Regulation referred to: 1. The government of the Propinsi is the Government of East Java Propinsi. 3. The area is the area of Banyuwangi Regency. 4. The Regional Government is the Government of Banyuwangi Regency. 5. "Bupati is the regent of Banyuwangi. 6". The Board of Education is an independent institution consisting of a wide range of elements

a society that cares about education. 7. The School Committee is an independent institution consisting of members/guardians

educated participants, school communities as well as education-concerned public figures.

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8. Education is a conscious and planned endeavor to realize the learning atmosphere and learning process for learning to actively develop their potential for the spiritual power of religion, self-control, personality, intelligence, and self-control. His majesty, as well as his necessary skills, society, nation and country.

9. An educational unit is a group of educational services that conducts education on formal and nonformal lines on each level and the type of education that is organized by the Government, Local Government or society.

10. Educational quality standards are a set of minimum benchmarks of educational system performance that includes input, process, results, output, and educational benefits.

11. Educators are the educational power that qualified as teachers, counselors, teachers, tutors, instructors, facilitators, and other designations that conform to their particular role and participate in organizing education.

12. The educational tool is the learnable learning tool that can be moved.

13. Educational infrastructure is a basic facility for running the function of the education unit.

14. Formal education is a structured and structured educational path consisting of primary education and secondary education.

15. A nonformal education is an educational path outside a formal education that can be carried out in a structured and unstructured form.

16. Early childhood education is a coaching effort aimed at children from birth to 6 (six) years of educational stimuli to aid the growth and development of the physical and the spiritual. child has a readiness in entering further education.

17. Education is a member of the public who is devoted to the education of education.

18. The curriculum is a set of plans and arrangements regarding the purpose, content and subject matter as well as the manner used as the guidelines for the activities of learning activities for specific educational purposes.

19. Learners are members of the public who seek to develop self-potential through the learning processes available on a particular course, type and education type.

20 Accreditation is the program's eligibility assessment activities in units. education based on the criteria set out.

BAB II

SCOPE Article 2

The scope set in this Regional Regulation includes the hosting of education on: a. education of an early child; b. basic education; and c. secondary education.

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CHAPTER III OF VISION, MISSION, INTENT, AND PURPOSE

Article 3

The Vision of the Regional Education is a quality, cultural, global, global insight, and affordable society.

Article 4

The Regional Education Mission is: a. Striving for the participation of all community components to host

education in the Regions has high quality standards, so it has a competitive advantage that has high saing power;

b. created a balance between intelegenic, emotional, and spiritual intelligence;

c. creating superior education systems and policies; d. create an educational atmosphere that is conducive; e. anticipating and eliminating various negative influences that can

damage education image; f. provide a quality and quality of education; g. build a school culture that includes academic culture and social culture

with regard to local culture as well as the safety of faith values and fortitude.

Article 5

The intent of hosting education is contesting Quality education structuring, ensuring the expansion of affordable access and educational costs for the community.

Article 6

The purpose of the hosting of the Regional Education is to guarantee the continuity of the educational process for the development. The number of potential learers in the Regions, to be human beings who believe and put their trust in them. Almighty God, noble and virtuous, virtuous, sound, creative, cultural, independent, self-confident, and becoming a democratic and responsible citizen.

CHAPTER IV OF THE FORMAL EDUCATION

Section of Child Education Early Age

paragraph 1 Function and Purpose

Article 7

(1) Early childhood education serves fostering, cultivating, and developing the entire potential of early age children optimally so that it is formed Behavioral and basic capabilities are consistent with the development stage to have readiness. to enter further education.

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(2) Early childhood education aims: a. Build a foundation for the growing potential of educated participants so that

be a man of faith and fear to God Almighty, noble, virtuous, healthy, conversant, capable, critical, creative, innovative, self-confident, self-confident, and become a democratic and responsible citizen; and

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

Paragraph 2

The Form and Type of Unit Education Article 8

(1) Early childhood education on the formal education course of kindergarten, RA, or

another form of equal. (2) TK, RA, or any other form of equals as referred to in paragraph (1)

has a learning program 1 (one) year or 2 (two) years. (3) TK, RA, or any other equivalent form, as referred to in verse (1)

may be held together with SD, MI, or any other form of equal.

Paragraph 3

Reception of the Didik Participant Article 9

Kindergarten protege, RA, or other forms equal to 4 (four) years of up to 6 (six) years.

Article 10

(1) The admission of educated participants in an early child education unit is performed

objectively, transparently, and accountable. (2) The admission of educated participants in an early child education unit is conducted

without discrimination except for the education unit specifically designed to serve learners of a particular gender or religious group.

(3) The decision of admission of the candidates to be educated participants was independently conducted by a teacher's board meeting led by the head of the education unit.

Article 11

(1) The education unit of an early age may receive an educated participant. move from

another child education unit of another early age. (2) Terms and events of the acceptance of the transfer protege as

referred to in paragraph (1) is governed by the unit of education in question.

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Paragraph 4 Learning Programs

Article 12

(1) Kindergarten learning program, RA, and other forms of equivalent are developed to prepare the learners enter SD, MI, or any other form as equals.

(2) Kindergarten learning programs, RA, and other forms of equivalent are exercised in a clustered play context to: a. play in the course of religious and noble learning; b. play in the framework of social learning and personality; c. play in the framework of orientation learning and recognition of knowledge

and technology; d. play in the framework of aesthetic learning; and e. play in the course of physical learning, sports, and health.

(3) All learning games as referred to in verse (2) are designed and organised: a. Interactive, inspiring, fun, challenging, and encouraging

creativity and self-reliance; b. in accordance with the physical growth stage and child mental development

as well as the needs and best interests of the child; c. with regard to the differences in talent, interest, and ability of each child-

each child; d. with integrating child needs against health, nutrition, and

psychosocial stimulation; and e. with regard to the economic, social, and cultural background of the child.

Second Section of Basic Education

Paragraph 1

The function and Purpose of Article 13

(1) Education on SD/MI or any other form of equivalent function:

a. embed and exude the values of faith, noble, and sublime personality;

b. embed and amuse the values of the nationality and the love of the motherland; c. provide the basics of intellectual ability in the form of ability

and reading prowess, writing, and calculating; d. provide the introduction of science and technology; e. train and stimulate sensitivity and ability to appreciate and

express beauty, subtlety, and harmony; f. Growing interest in physical sports, health, and fitness;

and g. develop physical and mental readiness to continue education

to SMP/MTs or other forms of equal. (2) Education on SMP/MTs or other forms of equals function:

a. develop, reward, and encode the values of faith, noble, and sublime personality, which he has acquired;

b. developing, rewarding, and observing the national values and the love of groundwater he has introduced;

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c. examines the fundamentals of science and technology; d. train and develop sensitivity and appreciation ability

as well as express beauty, subtlety, and harmony; e. developing talent and ability in the field of sports, both for

health and physical fitness and achievement; and f. developing physical and mental readiness to continue education

to secondary education and/or to self-life in society.

(3) Basic education aims to build a foundation for the development of potential learers To be a human being: a. And believe and fear Allah, the One, the Supreme, the Reward, and the Wise. " scientific, proficient, critical, creative, and innovative; c. healthy, self-sufficient, and confident; and d. tolerant, socially sensitive, democratic, and responsible.

Paragraph 2 The Form of Education Unit

Article 14

(1) SD, MI, or other forms are equal to 6 (six) grades, which are class 1 (one), class 2 (two), class 3 (three), class 4 (four), grades 5 (five), and grades 6 (six).

(2) SMP, MTs, or other forms are equal to 3 (three) grades, which are grades 7 (seven), grades 8 (eight), and grades 9 (nine).

Paragraph 3 Admissions of Eductest

Section 15

(1) Eductable in SD/MI or other form of the lowest equivalent of 6 (six) years.

(2) The exception to the provisions in paragraph (1) can be performed on The basic recommendation is written from a professional psychologist.

(3) In that there is no professional psychologist, the recommendation can be done by the teachers board of the education unit concerned, up to the extent of its display power.

(4) SD/MI or other equivalent forms are required to receive a citizen aged 7 (seven) years up to 12 (two (1) the year as an educated participant up to the extent of its appearance.

(5) The admission of class 1 (one) SD/MI learers or other forms is equal not based on the test results of reading, writing, and calculating, or test form Another.

(6) SD/MI or other forms that are equal are required to provide access to the leared students.

Article 16

(1) In terms of the number of prospective learners exceeding the unit of power display

education, then the selection of the participants educate on SD/MI based on the age of prospective learers with priority of the most old.

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(2) If the age of prospective learers as referred to in paragraph (1) is the same, then the determination of the learer is based on the distance where the candidate of the learnant is closest to the education unit.

(3) If the age and/or distance of the prospective students of the education with the educational unit as referred to in verse (1) and verse (2) are the same, then the learers who register early are prioritied.

Article 17

(1) The learnant on SMP/MTs or an equal form already

completing his education on SD, MI, Package A, or other forms are equal.

(2) SMP/MTs or other equivalent forms are required to receive citizens aged 13 (thirteen) years up to 15 (fifteen) years as educated participants up to the extent of their appearance.

(3) SMP/MTs

(1) SD/MI and SMP/MTs that have the number of prospective learers exceed the power

the required tampons report the excess of the learnant candidates those to the county government.

(2) The county government is obliged to channel Advantages of prospective students as intended in verse (1) in other basic education units.

Article 19

(1) Non-formal and informal track proteges can be accepted in SD, MI, or any other form

equals not on early class 1 (one) after passing the feasibility test and placement organized by the formal education unit in question.

(2) Non-formal and informal pathway proteges can be accepted in junior high school, MTs, or other forms of equivalent since early 7th grade (seven) after passing the Package equality exam.

(3) Pathway Protege nonformal and informal can be accepted in junior high school, MTs, or other forms that are equal not at the beginning of class 7 (seven) after meeting the requirements: a. Pass the equality of Package A; and b. Passed the feasibility test and the placement held by the unit

The formal education is concerned. (4) Primary elementary education educated participants in other countries may move to SD, MI,

or other forms of rank in Indonesia after meeting the requirements of the eligibility test and placement organized by an educational unit that is concerned.

(5) The student-equivalent primary education educated in other countries can move to junior high school, MTs, or other forms that are equivalent in Indonesia after meeting the requirements: a. indicates a diploma or other document that proves that which

is concerned to have completed primary primary education of SD; and b. Passed the feasibility test and the placement held by the unit

The education is concerned.

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(6) The primary elementary education educated participants who follow the system and/or other state educational standards may be accepted in junior high school, MTs, or other forms equal to the beginning of the seventh grade year (seven) after fulfilling the Requirement: a. Pass the equality test of Package A; or b. can indicate a diploma or other document that proves that

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

(7) SD, MI, SMP, MTs, or other forms are equal to providing the necessary academic, social, and/or mental adjustments required by the abnormalized learners and transfer learners of other formal education units or other educational pathways.

(8) The Regent may cancel the education unit decision on fulfillment of the requirements on a nonformal education as referred to in paragraph (3) up to paragraph (6) if after an examination by the Inspectorate of instruction Bupati proved that the decision violated the rules of the rules

Section 20

(1) The acceptance of the leared participants in basic education units is performed

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

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

(3) Decisions Admission to the candidate of the student is to be independently performed by a teacher's board meeting led by the head of the education unit.

(4) The selection of new educated participants in grades 7 (seven) in the basic education unit serate SMP is based on the results of the national standard high school exam, except for participants As described in Section 19 of the paragraph (2) and verse (6).

(5) In addition to fulfilling the provisions as referred to in verse (4), the education unit can conduct scholastic talent tests for the selection of new educated admissions in grades 7 (seven).

Article 21

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

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

acceptance of the transfer protege other than the requirements as referred to in Article 19 and Section 20 and does not conflict with the provisions of the laws.

Third Section

Secondary Education

Paragraph 1 Function and Purpose

Article 22

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

noble, and sublime personality;

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b. enhance, reward, and amuse the values of the nationality and the love of the motherland;

c. study science and technology; d. enhancing sensitivity and ability to appreciate and

express beauty, subtlety, and harmony; e. Channeling talent and skills in the field of sports, both for

health and physical fitness and achievement; and f. improving physical and mental readiness to continue education to

higher education levels and/or to self-life in society. (2) vocational secondary education functions:

a. enhance, reward, and amuse the values of faith, noble, and sublime personality;

b. enhance, reward, and amuse the values of the nationality and the love of the motherland;

c. awares learners with the skills of science and technology as well as the vocational prowess of the professions according to the needs of the community;

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

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

f. improving physical and mental readiness for self-life in society and/or continuing education to higher education levels.

Article 23

Secondary education aims to form the pesertaprotege to be insan which: a. And believe and fear Allah, the One, the Supreme, the Reward, and the Wise. " scientific, proficient, critical, creative, and innovative; c. healthy, self-sufficient, and confident; and d. tolerant, social sensitive, democratic, and responsible.

Paragraph 2 The Form of Education Unit

Article 24

(1) High school-shaped education, MA, SMK, and MAK, or any other form is equal.

(2) High School and MA consists of Top 3 (3), grades 10 (10), grades 11 (eleven), and grades 12 (twelve).

(3) SMK and MAK may consist of 3 (three) grades, which are grades 10 (ten), grades 11 (eleven), and grades 12 (twelve), or consisting of 4 (four) grades: class 10 (ten), class 11 (eleven), class 12 (twelve), and class 13 (thirteen) in accordance with the demands of the working world.

Article 25

(1) The major in high school, MA, or any other form is a program-shaped

study that facilitates the needs of learning as well as the competence that required educated participants to continue education on higher education levels.

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(2) The study program as referred to in paragraph (1) consists of: a. Natural science study program; b. social science studies program; c. program of language studies; d. Religious studies programs; and e. Other programs that are public.

Article 26

(1) The major in SMK, MAK, or any other form of equals shaped field

study of expertise. (2) Each field of expertise studies as referred to in paragraph (1) may consist of

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

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

a. the field of technological and engineering expertise studies; b. field of health expertise studies; c. fields of study of art expertise, crafts, and tourism; d. the field of study of information technology and communication skills; e. field of study of agribusiness and agrotechnology expertise; f. the field of business and management expertise studies; and g. field of study of other skills required by society.

Paragraph 3

Acceptance of the Didik Participant Article 27

(1) Educator in high school, MA, SMK, MAK, or any other equivalent form should

finish her education in junior high, MTs, Package B, or other forms are equal.

(2) Non-formal and informal pathway proteges can be accepted in high school, MA, SMK, MAK, or other forms as equals since the beginning of class 10 (ten) after passing the Package B.

(3) equality test.

(3) Participants of non-formal and informal pathways can be accepted in high school, MA, SMK, MAK, or any other form Equal after the beginning of class 10 (ten) after: a. Pass the equality of Package B; and b. Passed the feasibility test and the placement held by the unit

The formal education is concerned. (4) High School equivalent education educated participants who follow the system and/or

other state educational standards can be accepted in high school, MA, SMK, MAK, or other forms equal to the beginning of the 10th grade year (ten) after: a. Pass the equality test of Package B; or b. can indicate a diploma or other document that proves that

in question has completed a primary education that provides a junior high school graduate competency.

(5) High school equivalent education students or SMK in other countries can move to high school, MA, SMK, MAK, or other forms of rank in Indonesia on condition: a. shows a diploma or other document that proves that which

is concerned to have completed a junior high level education; and b. Passed the feasibility test and the placement held by the unit

education is concerned.

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(6) High school, MA, SMK, MAK, or other forms, are required to provide access to abnormality students.

(7) High School education unit, MA, SMK, MAK, or other forms are equal in providing academic, social, and/or mental adjustment assistance. which are required by abnormalized learers and moving learers from other formal education units or other educational pathways.

(8) The Regent may cancel the decision of the education unit on fulfillment of requirements at high school, MA, SMK, MAK, or other forms are equal in verse (3) to a verse (6) if after being conducted an examination by the Inspectorate of the Regent Instruction, it is proven that the decision violates the laws of the law, is not true, and/or dishonest.

Article 28

(1) The participants ' acceptance of A secondary education unit is performed

objective, transparent, and accountable. (2) The acceptance of educated participants in secondary education units is performed without

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

(3) Decisions Admission to the candidate of the student is to be independently conducted by a teacher's board meeting led by the head of the education unit.

(4) The selection of new educated participants in grades 10 (ten) in the secondary education unit. is based on the results of the National Exam, except for the learnant as intended on Article 27 verses (2), verse (4), and verse (5).

(5) In addition to fulfilling the provisions as referred to in verse (4), the educational unit can conduct scholastic talent tests for the selection of new educated admissions in grades 10 (ten).

(6) The acceptance of new learers may be performed at any semester for the education unit that organizes the semester credit system.

Article 29

(1) The learnable unit of secondary education unit can move to:

a. The same major in other educational units; b. different majors in the same educational unit; or c. different majors in other educational units.

(2) The educational unit may establish the event and additional requirements in addition to the requirements as referred to in Article 27 and Article 28 and does not conflict with the provisions of the laws.

Article 30

(1) Any levies performed by any Education Unit at the time

implementation of a class increase registration, must be required to get the School Committee approval.

(2) The Regent may reduce the and/or cancel a levy as specified in a paragraph (1), if its nominal value is outside the limits of the state and in conflict with the laws.

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CHAPTER V HOSTING NONFORMAL EDUCATION

Part Kesatu

General Article 31

(1) The nonformal education includes the holding of units

education and nonformal education programs. (2) The non-formal educational unit (s) as referred to in

paragraph (1) includes the education unit: a. the institute of courses and training institutes; b. study group; c. center of community learning activities; d. aslim assembly; and e. Non-formal age-age education.

(3) The sponsorship of a nonformal education program as referred to in paragraph (1) includes: a. Education of life prowess; b. education of early children; c. education of youth; d. the education of women's empowerment; e. The education of the accetic, the f. Skills education and job training; and g. equality education.

Article 32

Non-formal education results can be appreciated equivalent to the results of a formal education program.

The Second Part of the Functions and Purpose

Article 33

(1) Nonformal education functions: a. as a substitute, enhancer, and/or formal education supplement or

as an educational alternative; and b. developing potential learers with an emphasis on mastery

knowledge and functional skills, as well as the development of professional attitudes and personality in order to support education throughout the hayat.

(2) Education nonformal aims to form human beings who have proficiency, functional skills, professional attitudes and personality, and develop an independent entity's soul, as well as a competency to work in a particular field, and/or continue education to higher levels in order to realize educational objectives national.

(3) Non-formal education is organized on the basis of principles of, by, and for society.

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Third Section of the Education Unit

Paragraph 1

Course Society and Training Institute Section 34

(1) course agencies and training institutes as well as other forms of similar

organizes education for public citizens to: a. obtaining skills of life skills; b. developing a professional attitude and personality; c. prepare yourself for work; d. enhance vocational competence; e. prepare for self-seeking; and/or f. continue education to a higher level.

(2) The course institution may host a program: a. Education of life prowess; b. education of youth; c. female empowerment education; d. An educational institution; e. Work skills education; f. equality education; and/or g. other nonformal education required society.

(3) The training institution organizes other work training and training programs to improve work competencies for job seekers and workers.

(4) The institute of courses and institutions training accredited by the National Accreditation Board of Nonformal Education and/or other accreditation institutions may host a competency test to the learer in accordance with the provisions of the laws.

(5) The training course and training institute as referred to in paragraph (4) provides a certificate of competence to the learer who passed the competency test.

(6) The educated participant who has completed the study activities at the institution courses and training institutes can follow the equality results of the results of learning with a formal education in accordance with the provisions of the invitational regulations.

(7) The educated participants who have qualified and/or graduated in the equality exam In accordance with the terms of this section, the Program may be used in accordance with the terms of the Program.

Paragould 2

Learning Group Article 35

(1) Other study groups and other forms can host

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

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(2) The study group may host the program: a. The education of the accetic; b. equality education; c. education of life skills; d. female empowerment education; and/or e. Other non-formal education required for society.

(3) Educated Participants who have completed learning activities in the study group can follow the equality exam results learn with formal education in accordance with regulatory provisions. It's

(4) Eductioners who have completed learning activities in the study group and/or pass in a test of equality the results of learning as referred to in verse (3) obtain a diploma in accordance with the program that it is following.

Paragraph 3

Community Learning Activities Section 36

(1) The Center for community learning activities as well as other forms of type can

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

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

(3) The Center for Public Learning activities accredited by the National Accreditation Board of Nonformal Education may host a competency test to the learer in accordance with the provisions of Laws.

(4) The center of community learning activities accredited by the National Accreditation Board of Nonformal Education provides a certificate of competency to a learnant who passed the competency test as referred to in verse (3).

(5) Eductioners who have completed learning activities at the center of community learning activities can follow the exam to gain recognition of the equality of results learning with a formal education in accordance with the National Standards of Education.

(6) Qualified Learers who have qualified and/or graduated in the equality exam results study with a formal education as referred to in paragraph (5) obtain a diploma in accordance with the program that is followed.

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Paragraph 4 of the Taklim Assembly

Article 37

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

(2) the taxable Assembly or other similar form may host the program: a. Islamic religious education; b. education of an early age; c. education of accetic; d. equality education; e. Education of life prowess; f. the education of women's empowerment; g. education of youth; and/or h. Other non-formal education required for society.

(3) Educated Participants who have completed learning activities in taxable assemblies or other similar forms can follow the equality exam results of learning with formal education accordingly. with the provisions of the invite-invite rules.

(4) The educated participants who have qualified and/or graduated in the equality exam results learn with a formal education as referred to in paragraph (3) obtain the diploma according to the program

Paragraph 5

Child Education Dini Line Nonformal Article 38

(1) Early childhood education on nonformal educational pathways in group form

play, child care park, and the same type of early childhood education unit.

(2) The playing group, daycare parks, and an early age-age education unit that kind of organizes education in context: a. play while studying in order of religious learning and noble ahlak; b. play while studying in the framework of social learning and personality; c. play while studying in order of aesthetic learning; d. play while studying in the course of physical learning, sports, and

health; and e. play while studying in order to stimulate interest to science

knowledge and technology. (3) Eductable groups of play, child care parks, and educational units

Early-age children of a similar nonformal educational path can be evaluated its development without going through a process of testing competence.

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The Fourth Section of the Education Program

Paragraph 1

Life Skills Education Article 39

(1) Life proficiency education is an educational program that

prepares educational learners nonformal with personal prowess, social prowess, aesthetic prowess, kinesthetic prowess, intellectual prowess, and vocational prowess required to work, strive, and/or self-live in the middle of society.

(2) Education Life skills aim to enhance personal prowess, social prowess, Aesthetic prowess, kinesthetic prowess, intellectual prowess and vocational prowess to prepare educated participants to be able to work, strive, and/or self-live in society.

(3) Education of the proficiency can be implemented. integrated with other non-formal education programs or its own.

(4) Life proficiency education can be implemented by non-formal educational institutions in cooperation with formal educational institutions.

(5) Education of proficiency life can be implemented integrally with a graduate placement program in the working world, both at home and abroad.

Paragraph 2 Of Child Education Dini

Article 40

(1) The education of an early age child education is a flexible organized program based on the child education and growth stage.

(2) The educational program of the early age of a nonformal education pathway as

is referred to in verse (1), it functions the development and fostering of the child's potential since birth to age. 6 (6) year (6) year (s) and base (s) of the stage Development in order for child readiness to enter further education.

(3) The educational program of the early age of a nonformal educational path as referred to in verse (2), prioritizing children's education to children from birth to birth. with the age of 4 (four) years.

(4) The education program of the early children ' s educational path nonformal courses aims: a. Build a foundation for the growing potential of educated participants so that

be a man of faith and fear to God Almighty, noble, virtuous, healthy, conversant, capable, critical, creative, innovative, self-confident, self-confident, and become a democratic and responsible citizen; and

b. develop a potential spiritual, intellectual, emotional, aesthetic, kinesthetic, and social educated participant in the golden age of its growth in a seductive and enjoyable play environment.

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(5) An early childhood education program of nonformal education is designed and organised: a. Interactive, inspiring, fun, challenging, and encouraging

creativity and self-reliance; b. in accordance with the physical growth stage and child mental development

as well as the needs and best interests of the child; c. with regard to the differences in talent, interest, and the ability of each

child; and d. with integrating child needs against health, nutrition, and

psychosocial stimulation. (6) The development of a nonformal education field early-age child education program

as referred to in paragraph (4) is based on: a. The principle of play while studying and learning while playing; b. pay attention to the differences in talent, interest, and abilities respectively

learers; c. pay attention to the social, economic, and cultural background of the learers;

and d.

(7) Grouping of educated participants for educational programs on early child education the nonformal educational path is tailored to the needs, age, and development of the child.

(8) The establishment of a nonformal education-age education program can be integrated with other programs that have developed in society as an attempt to expand the education service of early childhood to the entire community.

Paragraph 3

Education Determination Section 41

(1) Education of youth is an education organized for

preparing for the cadre of the nation's leaders. (2) The youth education program serves to develop youth potential

with an emphasis on: a. The strengthening of the faith, the righteous, and the glory, the b. the strengthening of the insights of the nationality and the love of groundland; c. the buildup of ethics, personality, and aesthetics; d. increasing insights and capabilities in the field of science,

technology, art, and/or sports; e. The buildup of entrepreneurship, leadership, firmness, and

the pioneering; and f. Vocational skills improvement.

(3) The youth education program provides educational services to citizens aged between 16 (sixteen) years up to 30 (thirty) years.

(4) Education of youth can be in the form of training and guidance or the like that is organized by: a. religious organization; b. Youth organization; c. organization of scouting/scouting; d. red bar organization;

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e. the organization of nature lovers and the environment; f. Entrepreneurial organization; g. Community organization; h. the organization of art and sports; and i. Other similar organizations.

Paragraph 4 Female Empowerment Education

Article 42

(1) Women 's empowerment education is an education to improve women' s harkat and dignity.

(2) the educational program Women's empowerment serves to increase the equality and fairness of gender in the family, society, nation and country through: a. Increased faith, ridiculed, and noble; b. the strengthening of the insights of the nationality and the love of groundland; c. the buildup of ethics, personality, and aesthetics; d. increasing insights and capabilities in the field of science,

technology, art, and/or sports; e. The buildup of entrepreneurship, leadership, firmness, and

the pioneering; and f. improving vocational skills.

(3) Women ' s empowerment education aims: a. enhance the position, the harkat, and the female dignity to the equivalent

with the male; b. improving access and participation of women in education,

work, effort, social roles, political roles, and other forms of charity in life;

c. preventing any violation of human rights attached to the women.

(4) Further provisions on women's empowerment education as referred to in paragraph (1) and verse (2) are governed by the Rule of the Regent with the guideline on the Regulation of Ministers.

Paragraph 5

Education Article 43

(1) The education of the institution is an education for citizens. The people who are

are blind to the Latin script so they can read, write, count, speak Indonesian and knowledgeable, which gives the opportunity to actualize the self-potency.

(2) The accetic education serves to provide Basic skills of reading, writing, calculating, and communicating in the Indonesian language, as well as basic knowledge to learnable learners that can be utilized in everyday life.

(3) The educational program provides educational services to citizens of the 15 (15) year-old people who have not been able to read, write, count and/or communicate in Indonesian.

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(4) The education education includes basic afield education, advanced accetic education, and self-acting education.

(5) The end quality assurance of the education is conducted through the competency test. Keaksaraan.

(6) Educated Participant who has passed the test of the proficiency competency as referred to in verse (5) is given a literacy letter letter.

(7) The education of literacy can be implemented integrated with educational prowess. live.

Paragraf 6

Education Skills and Work Training Article 44

(1) Education skills and work training aimed at educated participants

job seekers or who are already working. (2) Education skills and work training as referred to in paragraph

(1) is exercised for: a. enhance motivation and work ethos; b. develop a personality matching the participant job type

educated; c. enhance insight on the environmental aspects that correspond to

the job needs; d. improving the functional skills skills according to the demands

and the job needs; e. improving the ability to build a network of devices in accordance with

job demands; and f. enhance other capabilities in accordance with job demands.

(3) functional skills skills as referred to paragraph (1) include vocational skills, managerial skills, communication skills, and/or skills social.

(4) The skills education and work training can be implemented in an integrated way with: a. the educational program of life prowess; b. Package B equality education program and Package C; c. Women ' s empowerment education program; and/or d. Education program for youth education.

Paragraph 7

Education Equality Article 45

(1) The education of equality is a nonformal education program that

organizes the general education of SD/MI, SMP/MTs, and SMA/MA The program of Package A, Package B, and Package C as well as the SMK/MAK equivalent vocational education of the Vocational C Package.

(2) The education of equality serves as a non-formal educational service on primary and secondary educational level.

(3) Reeducation of the Package A program is a member of the community that complies with the required to learn the equivalent of SD/MI through a nonformal educational path.

(4) The student Package B program is a member of the public who complies with the mandatory learning equivalent of SMP/MTs through a nonformal educational path.

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(5) The Package B Program is as referred to in paragraph (4) to discontinue learers with the functional skills, attitudes and professional personalities that facilitate the process of adaptation with the work environment.

(6) The requirement of following the Package B program is the SD/MI pass, Package A program, or an equal.

(7) The students of the Package C program are members of the public who travel to secondary education through a nonformal educational path.

(8) The learnable student of the Vocational C Package is a member of the community who studied. Vocational medium through a nonformal educational path.

(9) The Package C Program is as referred to as verse (7) to the participants with academic ability and functional skills, as well as professional attitudes and personality.

(10) The Vocational C Package Program as referred to in paragraph (8) is the subject of educated participants with academic ability, functional skills, and vocational skills of paraprofesi, as well as professional attitudes and personalities.

(11) The requirements follow Package C programs and Vocational C Package are SMP/MTs, Package B, or equivalent.

(12) The equality education program can be implemented integrated with: a. the educational program of life prowess; b. Women's empowerment education programs; and/or c. degree of youth education programs.

Fifth Section of Educational Results

Article 46

(1) Non-formal educational results can be appreciated equivalent to the results of formal education. after going through the equality test that meets the National Standards of Education by the agencies designated by the Government or the local government pursuant to their respective authority, and in accordance with the provisions of the laws.

(2) The equality test as referred to in paragraph (1) for the Package A Program, Package B Program, Package C Program, and the Vocational C Package Program is exercised by the National Standards Board of Education.

(3) The equality Test as contemplated on the paragraph (1) for the program of life skills can be executed for: a. obtaining a recognition of equality with the competency of subjects

vrelocate on middle education tenjang; or b. obtaining a recognition of equality with the competency of the vocational college eye

on the higher education level. (4) The equality test as referred to in paragraph (3) of the letter a can

be exercised by SMK or the lowest accredited B of the National Accreditation Board of Schools/Madrasah.

(5) The equality test as referred to in paragraph (3) the letter b may be carried out by a college through the lowest accredited vocational study program B of the National Accreditation Board of Higher Education.

(6) Attendees The learnable (4) and paragraph (5) is given a competency certificate.

(7) Further provisions of the equality test as referred to in paragraph (1) to the paragraph (6) are governed by the Regulation (s). Stay with the Ministry of Justice in the Minister's Rules.

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CHAPTER VI HOSTING SPECIAL EDUCATION AND

SPECIAL SERVICES EDUCATION

Section Parts General

Article 47

Special education is an education for learnparticipants who have a degree Difficulty in following learning processes due to physical, emotional, mental, social, and/or potential intelligence potential and special talent.

Article 48 Special services education is an education for educated participants in the area remote or backward, remote indigenous peoples, and/or experienced natural disasters, disasters social, and incapable of economic terms.

The Second Part of Special Education

Paragraf 1

Special Education for Didik Attendees Article 49

(1) Special education for the abnormality learnants serves to provide

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

(2) Special education for abnormality students is aimed at to develop the potential of the learner optimally according to its ability

(3) Aberration educated participants are composed of educated participants who: a. Visually impaired; b. purple; c. tunawicara; d. It's a blind spot; e. A tunadaksa; f. A tunncedar; g. It's hard to learn; h. Slow learn; i. autis; j. have motor tampering; k. being a victim of drug abuse, illicit drugs, and addictive substances

others; and l. have other abnormalities.

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

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Article 50

(1) Special education for abnormality learers can be held on all lines and types of education in primary and secondary education.

(2) Special education can be done through special education unit, general education unit, vocational education unit, and/or religious education unit.

(3) More provisions concerning special education programs on special education units, units public education, vocational education unit, and/or religious education unit as referred to in paragraph (2) is governed by the Rule of the Regent with the guidelines on the Regulation of Ministers.

Article 51

(1) The county government guarantees a special education in

the general education unit and unit Vocational education is in accordance with the needs of students.

(2) The warranty of special education as referred to in paragraph (1) is conducted by establishing at least 1 (one) of the general education units and 1 (one) unit of education. Vocational education that provides a special education.

(3) In guarantees of Specifically, education specifically, as referred to in verse (2), the county government provides educational resources with regard to the needs of an abnormalized student.

Article 52

Special education for the learnant Abnormality on formal lines is organized through an early child education unit, a basic education unit, and a secondary education unit.

Article 53

(1) The formal special education unit for students abnormalized for education An early age child is in the shape of an extraordinary kindergarten or another for a unit. Same and equal education.

(2) Special education units for students of abnormality in primary education consist of:

a. Exceptional elementary school or other designation for an educational unit that

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

The education of which is kind and equal. (3) Special education units for abnormality students

secondary education is an exceptional high school, exceptional vocational high school, or another designation for a unit of similar, equal and equal education.

(4) A special education unit can be performed integrated between education and/or between types of abnormalities.

(5) Special education for abnormality students may be organized by the education unit. on a nonformal educational path.

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Paragraph 2 Special Education for Didic Participants Who Have

The Potential Intelligence and/or Special Talent

Article 54

(1) Special Education for the learnant who has potential intelligence and/or Special talent serves to develop the potential excellence of educated participants into a real achievement in accordance with its characteristics.

(2) Special education for protégists who have potential intelligence and/or special talent. Aim to actualize the entire potential for its events without ignoring balance of development of spiritual intelligence, intellectual, emotional, social, aesthetic, kinesthetic, and other intelligence.

Article 55

(1) Special education for learners who have potential intelligence

and/or talent special can be held on the TK/RA formal education unit, SD/MI, SMP/MTs, SMA/MA, SMK/MAK, or other forms of equal.

(2) Special education programs for learers who have potential intelligence and/or special talents can It's: a. acceleration program; and/or b. enrichment program.

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

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

arts and/or sports fields; and c. The organizer education unit has or almost meets the Standard

National Education. (4) The acceleration program as referred to in paragraph (3) may be performed

by applying the semester credit system in accordance with the provisions of the laws.

(5) A special education program for learers who have the potential of intelligence and/or special talent as referred to in verse (2) can be performed in form: a. Usual class; b. special class; or c. special education unit.

Article 56 Special Education for learers who have potential intelligence and/or special talent may be organized by the education unit on nonformal educational pathways.

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The Third Part of Special Service Education

Article 57 (1) Special services education serves to provide educational services for

learners in the area: a. remote or backward; b. remote indigenous peoples; c. which experienced natural disasters; d. who experienced a social disaster; and/or e. which is not capable of economic terms.

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

Article 58

(1) Special services education can be is hosted on the educational path

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

by adjusting the time, place, means and infrastructure of learning, educators, educational power, and/or other learning resources with the condition The international level of educational education unit is a unit of education that has met the National Standards of Education and is enriched by standards. Advanced country education.

Article 60 (1) The county government is organizing At least one (one) SD.

(2) In terms of terms as set forth in paragraph (1) does not apply to any of the following: It can be fulfilled, and the county government organizes at least one (one) elementary school developed into an international educational unit.

(3) The education of elementary schools developed into a unit of higher education. The International Day, as defined in the paragraph (2) can be executed partial according to the study party or subjects.

(4) The development of elementary schools as an international level of education is carried out at most 7 (seven) years.

(5) The county government is assisting and facilitating the hosting of SD International or international level-level events are held by the public as referred to in verse (1).

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Article 61 (1) The Government of the Regency may request the assistance of the provincial government to

facilitate and assist the hosting of international elementary schools in the district.

(2) Facilitation and assistance as referred to in paragraph (1) includes: a. Funding of investments of means and infrastructure; b. funding of operational costs; c. provision of educators and the power of education; and d. the hosting of the international supervision and quality of SD quality

or which was developed into an international battle organized by the county government.

Article 62

(1) The county government may request Provincial government assistance for

hosting at least 1 (one) SMP, 1 (1) High School, and 1 (one) international SMK and/or facilitate the hosting of at least 1 (one) SMP, 1 (1) High school, and one (one) international SMK international held in the district.

(2) The development of junior high school, high school, and SMK became an international unit of higher-cost education held at least 6 (six) years.

(3) The Government of the United States. The county can help with international high school, high school, and SMK international or developed into an international level of educational unit.

Article 63

(1) The primary and secondary education unit developed into fighting

international performing educational quality in accordance with (2) The government of the county or community can establish a new school/madrasah which is international with the requirement to meet: a. National standards of education since school/madrasas stand; and b. Guidelines for the quality of international schools/madrasahs that are

established by the Minister since the school/madrasah stand.

Article 64 (1) the county or community government can host the unit

special education and the an international non-formal educational unit or program.

(2) Further provisions on special education units and international nonformal educational units or programs as referred to in paragraph (1) are governed by Rules of the Regent with guidelines on the Minister ' s Rules.

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Article 65

Organizers and educational units are prohibited from using the international word for the names of units of education, programs, classes, and/or subjects except for obtaining the designation or permission of the official the authorities issued the designation or permission of hosting an international educational unit.

BAB VIII

LOCAL SUPERIORITY-BASED EDUCATION UNIT Article 66

The local superiority-based education unit was the unit of education that has met the National Standards of Education and enriched with competitive and/or comparative advantage of the area.

Article 67 (1) The county government manages and organizes at least 1 (one)

education units on primary and secondary education-based education units.

(2) The county government facilitates the holding of a local excellence-based education unit on the primary and secondary educational level of the community.

Article 68

(1) The local seed as referred to in Section 67 is developed

based on competitive advantage and/or comparative areas in the fields of art, tourism, agriculture, marine, industrial, and other fields.

(2) The basic and medium education units developed into local excellence based excellence must be enriched with the cargo of vocational education which is related to the local economic, social, and/or cultural potential that is the competitive and/or comparative advantage of the area.

Article 69

(1) The basic and medium education unit developed into units

education based on local excellence performing the quality of education in accordance with the School or madrasah-based academic excellence governed by the Minister.

(2) The county or community government can establish a new school/madrassa that is based on local excellence with the requirements of meeting: a. National standards of education since school/madrasas stand; and b. School quality assurance guidelines/madrasah-based local primacy

established by the Minister since school/madrasah stands.

Article 70 (1) of the county or community government may host a unit or

program Non-formal education-based local excellence.

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(2) The further provisions of a unit or non-formal educational program based on local prominence as referred to in paragraph (1) are governed by the Rule of the Regent with the guideline in the Ministerial Regulation.

BAB IX

OBLIGATION OF PROTEGE Article 71

(1) Eductest participant is obligated:

a. follow the learning process according to the rules of the education unit by upholding the academic norms and ethics;

b. exercise worship in accordance with its religion and respect for the execution of other educated participants;

c. respect for educators and educationist; d. Maintain harmony and peace for the realization of social harmony; e. love of family, community, nation, and country, as well as loving

fellow learnings; f. love and preserve the environment; g. Take care of and maintain the means and amenities, cleanliness,

security, and order of the education unit; h. participate in maintaining and maintaining the means and amenities, cleanliness,

security, and public order; i. bear the cost of managing and hosting education, except

exempt from liability; j. maintaining the wifeness and good name of the education unit concerned;

and k. comply with all applicable regulations.

(2) Liability as referred to in paragraph (1) is exercised under the guidance and firmness of educators and the education workforce, as well as the cultivation of the educated participants.

(3) The provisions are more Further regarding the obligations of the educated participants as referred to in paragraph (1) is governed by the unit of concerned education.

BAB X

EDUCATORS AND THE EDUCATION WORKFORCE Section

General

Article 72

Educators and powers; Education on education units and programs are executors and support. Hosting education.

Part Two Types, Duty, and Responsibility

Section 73

(1) Educary is the educational workforce qualified as a teacher,

lecturers, counselors, pamong learning, widyaiswara, tutors, instructors, facilitators, and other designations that are compatible with their specialty, as well as participate in organizing education.

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(2) The protege as referred to in paragraph (1) has the following tasks and responsibilities as follows: a. a teacher as a professional educator educationing, teaching, guiding,

directing, training, assessing, and evaluating educated participants in early child education of formal education pathways, primary education, and secondary education;

b. lecturers as professional educators and scientists transform, develop, and disseminate science, technology, and art through education, research, and devotion to the community, on higher education levels;

c. Counselors as professional educators provide counseling services to students in the educational unit of primary education, secondary education, and higher education;

d. PAmong learn as a professional educator to educate, guide, teach, train, assess, and evaluate learers, and develop a model of learning programs, learning tools, and learning management on nonformal educational pathways;

e. widyaiswara as a professional educator educationing, teaching, and training learnings on education and training programs of prepost and/or in office organized by the Government and/or local government;

f. Tutors as professional educators provide learning aid to learers in remote learning and/or face-to-face learning in formal and nonformal line education units;

g. instructors as professional educators provide technical training to learers on the course and/or training;

h. Facilitators as professional educators train and assess in educational and training institutions;

i. Early childhood education as a professional educator, guiding, training, assessing the development of early children in the playing group, daycare and other similar forms on the nonformal educational path;

j. Special guidance teachers as professional educators guide, teach, assess, and evaluate abnormality students in public education units, vocational education units, and/or religious education units; and

k. nara technical sources as professional educators train certain skills for educated participants on equities education.

Section 74

(1) Educators must have academic qualifications and competences in accordance with

provisions Laws. (2) Academic qualifications and teacher competence on formal education units must

in accordance with the provisions of the laws. (3) Academic qualifications and pedagogical competence other than teachers guideline at

The Regulation of the Minister. (4) Academic qualifications and educator competence on nonformal educational pathways

is set up with the Bupati Regulation with guidelines on the Minister ' s Rules.

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Article 75

(1) Education other than the educator as referred to in Article 73 includes the management of the unit of education, viewing, supervising, researcher, developer, library power, laboratory power, technicians the source of learning, administration, psychologists, social workers, therapists, hygiene and security forces, and power by other desigcountries that work on education units.

(2) The power of education as referred to by paragraph (1) has task and responsibility as follows: a. the management of the educational unit manages the educational unit on education

formal or nonformal; b. Viewing, monitoring, and coaching on the unit

Nonformal education; c. supervisors conduct monitoring, assessment and coaching on the unit

formal education of early-age children, primary education, and secondary education;

d. Researchers conducted research in the field of education in early child education, primary education, secondary education, and higher education, as well as a nonformal education;

e. The developer or engineer does development or adhesives in the field of education in the education unit of early childhood, primary education, secondary education, and higher education, and nonformal education;

f. Library power conducts library management on education units;

g. Laboratory power helps educators manage the practicality activities in the educational unit laboratory;

h. The source technician learns to prepare, maintain, improve the means and infrastructure in the education unit;

i. The administration of the administration is organizing administrative services on the education unit;

j. Psychologists provide pedagogical-pedagogical assistance services to learners and educators on special education and early childhood education;

k. Education social workers provide sociological-pedagogical assistance services to learners and educators on special education or special services education;

l. The therapist provides the service of physiological-kinesiological assistance to the learners on special education; and

m. Hygiene and security services provide environmental and environmental hygiene services of education unit.

Third Section

Appointment, Placement and Stop

Article 76

The District Government corresponds to Its authority is to plan the needs of educators and the education workforce that meets the National Standards of Education based on the planning of needs compiled by the Government.

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Section 77 (1) Drivers, placements, transfers, and layoffs of educators and

education personnel in education units organized by the Government of the Regency are executed in accordance with the provisions of the Laws.

(2) Rapture, placement, removal, and dismissal of educators and educational power by the Government and county governments is exercised in the framework of expansion and alignment of educational access as well as increased quality, competemeness, and Relevance of education.

(3) Rapture, placement, transfer, and dismissal of educators and educationist on educational units organized by the public is carried out by the community-established education organizer based on the work agreement and in accordance with the regulatory provisions It's

Fourth section

Career coaching, Promotion, and Paragraph 1 Award

Career Coaching

Article 78 (1) The county government is required to undertake the coaching career of educators and power

education corresponds to the pattern career coaching in accordance with the provisions of the laws.

(3) The educational organizer of the public is required to undertake the coaching of the career of educators and the education workforce in the unit of education that is held in accordance with the career coaching pattern as referred to in verse (1).

(4) Coaching career coaching is exercised in the form of improved academic qualification and/or competence as a learning agent by referring to the National Standards of Education.

(5) Coaching of the educational workforce exercised in the form of improved academic qualification and/or managerial and/or technical competence as an educational power by referring to the National Standards of Education.

Paragraph 2

Promotion and Awards Section 79

Promotion and appreciation for educators and educationist is performed based on education background, experience, ability, and work achievement in the field of education.

Article 80 (1) Promotion for educators and educationist as referred to in

Article 79 is given in the form of a rise pangkat/group, promotion, and/or other forms of promotion implemented in accordance with the provisions of the negotiations regulations.

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(2) Promotion for educators and educency is not a civil servant in the education unit organized by the public is implemented according to the base budget and the organizing household budget. education as well as the provisions of laws.

Article 81

(1) The award for educationist and educational power as referred to

in Article 79 is given by: a. The mayor/mayor on the county level; b. camat on the subdistrict level; c. village head/agility at the village level/kelurahan; and d. the leader of the education unit at the level of education unit.

(2) The awards for educators and educationist can be given by the public and the profession organizations at the international, national, provincial, district/city level, the subdistrict, desa/kelurahan, and/or level of education unit.

(3) The Award as referred to in paragraph (1) and paragraph (2) is provided in accordance with the provisions of the laws, in the form: a. A service mark; b. promotion; c. charter; d. money; and/or e. other form of respect.

Article 82 (1) The Regency Government gives an award to educators and/or

dedicated nursing power serving in remote or backward areas, areas with customary public conditions remote, border area with other countries, areas that are experiencing natural disasters, social disasters, trailing areas, or areas that are in another state of emergency.

(2) Educency or educkecem are killed in carrying out the task obtain an award from the county government and/or the unit organizer education in accordance with the provisions of the laws.

Fifth Section

The Prohibition of Article 83

Educency and education power, both individual and collective, are banned: a. sells textbooks, teaching materials, ingredients supplies, uniform clothing,

or uniform clothing materials in the educational unit; b. Charge in providing study guidance or tutoring to participants

educated in the education unit; c. do everything both directly or indirectly that

characteres the integrity of the results evaluation of the participants Protege; and/or d. Conduct levies to educate participants either directly or indirectly

directly in conflict with the provisions of the laws.

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CHAPTER XI ESTABLISHING EDUCATION UNIT

Article 84 (1) Establishment of a program or a formal early child education education unit,

primary education and secondary education are required to obtain local government permissions in accordance with its authority.

(2) The establishment permit as referred to in paragraph (1) for kindergarten, SD, junior high school, high school, and SMK, which meets minimum service standards up to the National Standard of Education, is provided by the regent.

(3) Permit development of elementary, junior high school, high school, and SMK, which meets the National Standard

Education becomes the international unit and/or educational education program is provided by the Minister.

(4) SD, junior high school, high school, and SMK development permits, which meet the National Standards of Education into a unit and/or local excellence-based education program, provided by the regent.

(5) The consent of the establishment as referred to in paragraph (1) for the special education unit on primary and secondary education is provided by the governor.

(6) The establishment Permit as referred to by paragraph (1) for RA, MI, MTs, MA, MAK, and religious education were issued by the Minister of Religious Affairs.

(7) The development permits of RA, MI, MTs, MA, MAK, and religious education are international units and/or local excellence-based education programs issued by the Minister of Religious Affairs.

(8) Further provisions on the layout the granting of a formal education unit permit as referred to in paragraph (1) to the paragraph (10) is governed by the Rule of the Regent with guidelines on the Regulation of Ministers.

Article 85

(1) The terms of the establishment of the formal education unit including the contents of education,

the number and qualification of educators and educationist, the means and infrastructure of education, education financing, evaluation and certification systems, and the management and educational processes.

(2) The terms as referred to in paragraph (1) are guidelines on the provisions of the National Standards of Education.

(3) In addition to the terms as referred to in paragraph (1) the establishment of an educational unit must attach: a. the results of a feasibility study on the prospect of establishing a formal education unit

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

in terms of listing prospects, finance, social, and culture; c. data on the balance between the number of formal education units

with the school-age population in the region; d. data on estimates of the proposed educational unit distance between

of the same type of formal education unit groups; e. data on the capacity of the display power and scope of the unit range

formal education of the same type existing; and f. data on estimated financing for educational survival

at least for 1 (one) next academic year.

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Article 86

(1) The establishment of a non-formal education unit is required to obtain a permit from the county government.

(2) Further provisions concerning the terms of the establishment and the manner of granting of unit permissions Nonformal education is governed by the Rule of the Regent with guidelines on the Rules of Ministers.

BAB XII

THE ROLE AS WELL AS THE PUBLIC

Section of the General

Article 87 Society may play a role as well as in the hosting of education through various community components, community-based education, the education board, and The school committee. The madrassa.

Second Section Function

Section 88 The role as well as the public in education serves to improve access, quality, competability, relevance, governance, and accountability of education.

Third Part of the Component Role and Society

Article 89 (1) The role as well as society includes roles as well as individuals, groups,

families, professions, entrepreneurs, and community organizing and service quality control. education.

(2) The role as well as the society as referred to in paragraph (1) can be the source, executor, and user of the educational results in the form: a. provisioning of educational resources; b. implementation of the education unit; c. use of the educational results; d. The oversight of education; e. Supervising of education management; f. Consideration of decision-making decisions

on education stakeholders in general; and/or g. granting assistance or facilities to the educational unit and/or

the organizer of the education unit in the exercise of its functions. (3) Surveillance as referred to in paragraph (2) the d and letter e not

includes checks that are the authority of a functional supervising authority.

(4) The role as well as the public in particular in education can be channeled through: a. District level education board; b. The school committee /madrass; and/or c. organ representation of the stakeholders of the education unit.

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(5) The organization of the profession can play a role as well as in education through: a. the quality control of the profession; b. competency and competency test and competency certification performed by the unit

education; c. accreditation of the study program or the education unit; and/or d. other roles relevant to his profession.

Fourth Section of Community-Based Education

Article 90 (1) Society-based education may be exercised on an educational unit

formal and/or nonformal on all levels and Education type. (2) The society may host a society-based education unit

on formal and/or nonformal education in accordance with the religious, social environment and culture for the benefit of the public.

Article 91

(1) The curriculum of the society-based education unit as referred to

in Article 90 meets the National Standards of Education. (2) A society-based education unit as referred to in Article 90

may develop the curriculum according to the pecurariness of religion or of their respective social and cultural environment.

section 92

(1) The management and host of community-based education units in

formal and nonformal education is executed in accordance with the provisions of the negotiations regulations.

(2) Organizing the unit Community-based education can develop a pattern of educational units in accordance with their respective religious or cultural social distinctiveness.

Fifth Section

District Board of Education Article 93

(1) The county education board serves in improving the quality of the ministry

education by providing consideration, direction and support of power, means and infrastructure, and education supervision at the national, provincial, and county levels.

(2) The county education board exercises its function independently and professionally.

(3) the county education board is tasked with assembing, analyzing, and provide a recombiner to the regent against complaints, advice, criticism, and aspirations the community against education.

(4) The county education board reports the execution of the task as referred to in paragraph (4) to the public via print, electronic, page, meeting, and/or other forms of type as Public accountability.

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(5) The member of the county education board is composed of a figure who is from: a. educational expert; b. education organizer; c. A businessman; d. the organization organization; e. Education is based on religious or social-based education; f. International education; g. local excellence-based education; and/or h. Social organization social organization.

(6) Recruitment candidate of county education board is implemented through announcements in print and electronic media.

(7) The term of the membership of the county education board is 5 (five) years and can be selected back for 1 (one) times term.

(8) The county education board member may be discharged if: a. resign; b. died; c. was unable to carry out the task due to a fixed impediation; or d. Convicted felon for committing felony crimes based on

a court ruling that has gained the power of the law remains. (9) The management of the educational board ' s affairs at least consists of

the board chairman and the secretary. (10) Members of the county education board are gasal. (11) The chairman and secretary as referred to in verse (6) are chosen from and

by the members in deliberation or by vote.

(12) The funding of the county education board may be sourced from: a. Government; b. local government; c. Public; d. non-binding foreign aid; and/or e. Another valid source.

Article 94

(1) The Board of Education Board is based in the county capital. (2) Members of the Regency Board of Education are set by the regent. (3) Members of the District Board of Education are at most 11 (eleven)

people. (4) The regent selector and assign members of the Board of Education of the Upper County Board of Education

the basis of the proposal of the selection committee member of the Regency Board of Education created by the regent.

(5) The election committee as referred to in verse (4) propose to the most bupati 22 (twenty-two) prospective people of the Regency Board of Education after obtaining a proposal from: a. the organization of the educator profession; b. Other professional organizations; or c. social organization.

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The sixth part of the School/madrasah committee

Article 95

(1) The school committee/madrassa serves in improving the quality of education services by providing consideration, direction and support of the power, means and prasarana, as well as educational supervision at the level of education unit.

(2) The school committee/madrasah exercises its function independently and professionally.

(3) The school committee/madrassa notices and follows up against the complaint, advice, criticism, and community aspirations towards the education unit.

(4) The Committee The school/madrassa was created for 1 (one) educational unit or joint formal education unit on primary and secondary education.

(5) The education unit that has an educated participant is less than 200 (two hundred) people can form The schools/madrasas are combined with other types of education.

(6) The school committee /madrasah is based in the education unit. (7) The funding of the school/madrassa committee may be sourced from:

a. Government; b. local government; c. Public; d. non-binding foreign aid; and/or e. Another valid source.

Article 96 (1) The members of the school committee/madrasah are at most 15 (fifteen)

people, composed of elements: a. Parent/guardian of the educated participants is at most 50% (fifty percent); b. The public figure is at most 30% (thirty percent); and c. the relevant education expert is at most 30% (thirty percent).

(2) The membership of the school committee membership/madrasah is 3 (three) years and can be reelected for 1 (one) times the term.

(3) School committee members/madrasahs may be dismissed if: a. resign; b. Died; or c. unable to carry out the task due to a fixed impediation; d. Convicted felon for committing felony crimes based on

a court ruling that has gained the power of the law remains. (4) The management of the school committee/madrasah committee consists of committee chairmen and

secretaries. (5) The members of the school committee/madrasahs are chosen by the parent/guardian meeting of the educated participants

the unit of education. (6) The chairman of the committee and the secretary as referred to in verse (4) are selected from

and by the members deliberating the mufakat or through the vote. (7) Members, secretaries, and chairperson of the school committee/madrasas are set by the head

school.

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The Seventh Part Prohibition of Article 97

The county education board and/or school committee/madrasas, both individual and collective, are prohibited: a. sells textbooks, teaching materials, ingredients supplies, uniform clothing,

or uniform clothing materials in the educational unit; b. Collect the study guidance fees or lessons from the learer or the person

/her tua/guardian in the education unit; c. injure the integrity of the evaluation of the results of the learnlearer directly or

not directly; d. print the integrity of the new student's acceptance selection selection directly

or indirectly; and/or e. carrying out other activities that hurt the integrity of the education unit

directly or indirectly.

BAB XIII SUPERVISION

Article 98 (1) The supervision of the educational staging system is carried out by the government

county, county education board and school committee/madrassa. (2) The supervision of the educational hosting system as referred to in

paragraph (1) is implemented in accordance with the provisions of the invite-invite rule.

Article 99

(1) The supervision of the educational hosting system includes surveillance

administrative and technical of the educative implemented in accordance with the provisions of the laws.

(2) The county government carries out oversight of the system of early child education, primary education, secondary education, and nonformal education in the region that is the authority.

Article 100

(1) The county government, in accordance with their respective authority,

follows up to the public complaints of irregularations in the field of education in accordance with the provisions of the laws.

(2) Advanced as referred to as paragraph (1) is performed in the form of clarification, verification, or investigation if: a. The complaint is accompanied by a clear tatters ' identity; and b. Article 101 (1) Oversight as referred to in Section 98 may be done in

general examination form, performance inspection, special examination, thematic examination, examination investigations, and/or unified checks in accordance with the provisions of the laws.

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(2) The results of the supervision as referred to in paragraph (1) are reported to the agency or the institution in accordance with the provisions of the invitational rules.

(3) The examination as referred to in paragraph (1) is only performed by a functional supervising institute which has the authority and competency of the examination in accordance with the provisions of the negotiations regulations.

Article 102

In performing the clarification, verification, or investigation as referred to in Article 100 of the paragraph (2) of the county government may designate the examination institution independent.

Article 103

(1) the county education board carries out oversight of the system of educational hosting at the county level.

(2) The results of supervision by the Regency Board of Education are reported to the regent.

Article 104 (1) The school committee /madrasah carries out oversight of the system

hosting education at the level of education unit. (2) The results of the supervision by the school committee/madrasah are reported to the meeting

parents/guardians of the educated participants held and attended the headmaster/madrassa and the teachers board.

BAB XIV SANCTION

Article 105 of the county government in accordance with its authority may close the education unit and/or education program that organizes education without permission as referred to in Article 84 and Section 86 of the paragraph (1).

Section 106

The county government in accordance with its authority may provide administrative sanction of a warning, incorporation, delay or cancellation of educational resources to the unit of education, freezing, closing the unit of education and/or educational program that performs an education that does not comply with the provisions as referred to in Article 15 of the paragraph (4), Section 17 of the paragraph (2) and paragraph (3), Section 18, Section 27 of the paragraph (6) and Article 85.

Section 107 An educated participant who does not perform the obligations as referred to in Article 71 of the paragraph (1) An administrative sanction is a warning, suspension, and/or expulsion from the educational unit by the unit of education.

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Article 108 of the individual, group, or organization, which organizes a nonformal education either deliberate or unintentional that violates the provisions as referred to in Article 34 to Section 46 may An administrative sanction is subject to a written reprimand, incorporation, freezing, and/or closure of the county government.

Article 109

(1) The protéed of duty and responsibility as contemplated

in Section 73 verse (2) without any reason to be accountable for administrative sanction in accordance with the provisions of the invite-invitation rules.

(2) the power of education that is the duty and/or its obligations as referred to in Article 75 of the paragraph (2) for no reason to be held accountable for administrative sanction in accordance with the provisions of the laws.

(3) civil servants ' education personnel who violate the provisions as referred to in Section 83 are subject to administrative sanction in accordance with the provisions of the laws.

(4) Educency or educency is not a civil servant in violation of the provisions as referred to in Section 77 paragraph (3) subject to sanctions pursuant to a work agreement or a joint work agreement and regulatory provisions It's

(5) A person who raises, puts, moved, or dismissed the educationist or educationist contrary to the provisions as referred to in Article 77 without valid reason, is administrative sanction of Written reprimand, delay of increase in regular pay, delay of promotion, exemption from office, stop with respect, and/or stop with no respect from office.

Article 110

(1) The education unit violates the provisions of the implementation

education: a. an international degree of degree as referred to in Article 63 of the paragraph (1) and

Article 65; or b. Local excellence based on Section 68 of the paragraph (2)

and Section 69 of the paragraph (1), are subject to administrative sanction of the first written reprimand, second, and third, delay or discontinuation of the subsidy until the revocation of the permit by the Government and/or the county government in accordance with its authority.

(2) The revocation of the permit as referred to in paragraph (1) is carried out after being held the longest three (three) years by the Government and/or the county government in accordance with the terms of the following terms. with his authority.

Article 111

(1) Member of the county education board or the school committee/madrassa which

violates the provision as referred to in Article 97 of the administrative sanction of a written rebuke by the county government.

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(2) a member of the district education board or the school committee/madrasah who in the conduct of her duties exceeds the functions and duties of the county education board as referred to in Section 93 of the paragraph (1) and the paragraph (2) as well as the the function of the school committee/madrasah as referred to in Article 95 of the paragraph (1) is subject to administrative sanction of a written reprimand by the county government.

BAB XV

provisions TRANSITION Section 112

(1) The permit by the unit education before the enactment of this Area Regulation,

stated still remains in effect. (2) The Regency Board of Education and the School Committee which have been set up, mandatory

adjust the provisions as set out in Regulation of this Region the slowest 1 (one) year since the enactment of this Regional Regulation.

(3) The education unit stated by its founder as an international school prior to the enactment of this Regional Regulation, the slowest 3 (three) years since the Local Regulation applies, it is mandatory to adjust to: a. independent category education unit or self-governing law in accordance with

regulations governing the national standard of education; b. Education unit based on local superiority; or c. international level of education.

BAB XVI

PROVISIONS SECTION 113

Things that have not been set up in this Regional Regulation as long as their implementation guide. set further in the Regent Regulation.

Article 114

The Regional Rule of this Region shall come into effect on the date of the promultable.

So that everyone can know it, ordered the invitation of this Regional Regulation with The placement in the county leaf of the Regency.

Set in Banyuwangi On June 15, 2011

BUPATI BANYUWANGI,

H. ABDULLAH AZWAR ANAS