Government Regulation Number 17 of 2010 concerning the Management and Implementation of Education

Summary

Government Regulation Number 17 of 2010 concerning the Management and Implementation of Education is an implementing regulation of Law Number 20 of 2003 concerning the National Education System which regulates the management and implementation of education by the Government, regional governments, society, as well as educational units and programs. This regulation is one of the important foundations in understanding the division of authority, implementation, institutional aspects, quality assurance, supervision, licensing, and governance of Early Childhood Education (PAUD). This regulation defines Early Childhood Education as coaching efforts aimed at children from birth up to the age of 6 years carried out through the provision of educational stimulation to assist physical and spiritual growth and development so that children have the readiness to enter further education. This regulation also places Kindergartens (TK) as a formal education pathway PAUD unit for children aged 4 to 6 years. In education management, PP Number 17 of 2010 divides responsibilities among the Government, provincial governments, regency/city governments, organizers of educational units established by the community, and educational units or programs. Education management is directed to ensure public access to sufficient, equitable, and affordable education services; improve the quality and relevance of education; and realize effective, efficient, and accountable management. In the context of regional governance, regents/mayors are responsible for managing the national education system in the region and formulating and establishing education policies according to their authority. These policies are outlined, among others, in regional development plans, education strategic plans, work and budget plans, Regional Regulations, and Regent/Mayor Regulations. Regency/city governments are also obliged to allocate education budgets and carry out guidance, supervision, coordination, monitoring, and evaluation of the implementation of education in their regions. This regulation provides specific arrangements regarding the functions and objectives of PAUD. PAUD functions to foster, nurture, and develop all potentials of early childhood optimally so that basic behaviors and abilities are formed according to their developmental stages. The implementation of PAUD is directed to provide learning experiences that support children's growth and development in an educational and fun playing environment. For the formal education pathway, PAUD takes the form of Kindergartens (TK), Raudhatul Athfal (RA), or other equivalent forms. The explanation of the regulation mentions other equivalent forms including Bustanul Athfal (BA), Tarbiyatul Athfal (TA), Al-Qur'an Kindergartens (TKQ), and other equivalent forms. Students in TK, RA, or other equivalent forms are principally aged 4 to 6 years. The admission of PAUD students must be carried out objectively and without discrimination. The explanation of the regulation specifically emphasizes that discrimination can be in the form of differentiation based on gender, religion, ethnicity, social status, economic ability, or the physical or mental condition of the child. In addition to formal PAUD, PP Number 17 of 2010 explicitly regulates nonformal education pathway PAUD. Nonformal PAUD takes the form of Playgroups, Child Care Centers, and other similar PAUD units. Educational activities are carried out in the context of learning while playing and child development can be evaluated without going through a process that tests competence. The explanation of the regulation explains that Playgroups are nonformal PAUD that organize learning while playing programs for children aged 2 to 6 years with a priority age of 2 to 4 years. Child Care Centers organize programs for children from age 0 to 6 years with a priority age of 0 to 4 years while paying attention to the social welfare aspects of the child. These arrangements are important for IKADPAUDI because they emphasize that PAUD is not limited to TK and RA as formal pathways, but also includes nonformal services that have different characteristics, age groups, and implementation approaches. PP Number 17 of 2010 also regulates the management of PAUD units or programs based on minimum service standards and the principle of education unit-based management. Organizers originating from the community are responsible for establishing education policies, allocating budgets, ensuring service access for students, implementing quality assurance, and conducting guidance and supervision of the educational units they manage. In the quality assurance aspect, education organizers established by the community are required to carry out and/or facilitate quality assurance based on education policies and National Education Standards. For PAUD units or programs, basic education, and secondary education, the implementation of quality assurance is carried out through cooperation with government units that carry out the function of educational quality assurance. Regency/city governments also have an important role in quality assurance, including facilitating the accreditation of programs and educational units as well as competency certification for educators and education personnel. In addition, regency/city governments carry out supervision of the management and implementation of PAUD, basic education, secondary education, and nonformal education within their jurisdiction. In the institutional and licensing aspects, the establishment of formal PAUD programs or units must obtain a license from the Government or regional government in accordance with its authority. Provisions regarding establishment and licensing become one of the bases for regulating the legality of PAUD unit implementation. This regulation also provides room for institutional cooperation. Indonesian PAUD units can engage in academic cooperation with foreign educational units in the framework of quality improvement, expansion of partnership networks, exchange of educators or students, resource utilization, extracurricular activities, and other forms of cooperation in accordance with statutory provisions. For IKADPAUDI, Government Regulation Number 17 of 2010 is a strategic reference for the study of PAUD governance and implementation, especially regarding the division of responsibilities between the Government and regional governments, the existence of formal and nonformal PAUD, forms of PAUD units, service age groups, non-discrimination principles, quality assurance, supervision, establishment and licensing, the role of society, and the accountability of educational implementation. This regulation is also important for understanding the development of Indonesia's PAUD regulatory system. A number of its provisions were later updated through other regulations so that its current use must be carried out systematically along with amendment regulations and the latest sectoral regulations. Legal status note: Government Regulation Number 17 of 2010 has the status of being partially in effect. This regulation has been amended by Government Regulation Number 66 of 2010 concerning Amendments to Government Regulation Number 17 of 2010. Furthermore, PP Number 57 of 2021 concerning National Education Standards revokes part of its provisions, namely provisions concerning national standard school final examinations in Article 74 paragraph (4) as well as provisions concerning national examinations in Article 82 paragraph (4), Article 123 paragraph (1) letter b, and Article 161 paragraph (3) letter c. The BPK RI Regulation Database records the relationship of these amendments and partial revocations. For use as a current PAUD reference, PP Number 17 of 2010 must primarily be read together with PP Number 66 of 2010, PP Number 57 of 2021 as amended by PP Number 4 of 2022, as well as the latest ministerial regulations concerning standards, curricula, unit establishment, management, accreditation, and other technical aspects of PAUD.