Ministerial Regulation
2025
In Force
10
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia
The Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 governs Graduate Competency Standards in Early Childhood Education (PAUD), primary education levels, and secondary education levels. This regulation serves as one of the implementing regulations of Government Regulation Number 57 of 2021 concerning National Education Standards as amended by Government Regulation Number 4 of 2022.
This regulation is issued to ensure students achieve competence in attitude, knowledge, and skill aspects required according to their developmental stage and to continue education to the next level. This regulation simultaneously replaces the Regulation of the Minister of Education, Culture, Research, and Technology Number 5 of 2022 as it is deemed no longer aligned with legal developments.
Graduate Competency Standards are defined as minimal criteria regarding the unity of attitudes, skills, and knowledge showing student capability achievements from their learning outcomes at the end of an education level. This regulation uses the term Students for learners in formal, nonformal, and informal education pathways in PAUD, primary education, and secondary education.
Graduate Competency Standards are formulated based on national education goals, student development stages, the Indonesian Qualifications Framework, as well as education pathways, levels, and types. Graduate Competency Standards are then used as a reference in the development of content standards, process standards, educational assessment standards, educational personnel standards, facilities and infrastructure standards, management standards, and financing standards.
In the context of PAUD, there is a very important provision, namely that Graduate Competency Standards are not used as guidelines to determine PAUD student graduation. Thus, PAUD is not placed in a passed or failed paradigm as in subsequent education levels. The PAUD approach is oriented toward child achievement and development according to their developmental stage.
This regulation establishes eight graduate profile dimensions, namely:
faith and devotion to God Almighty;
citizenship;
critical reasoning;
creativity;
collaboration;
independence;
health; and
communication.
These eight dimensions form a competency framework developed continuously from PAUD through secondary education.
The dimension of faith and devotion to God Almighty is directed toward forming individuals who have beliefs, practice the teachings of their religion or belief, possess noble morals, and maintain relationships with God Almighty, fellow humans, and the environment.
The citizenship dimension leads to the ability to recognize and appreciate identity and culture, appreciate diversity, maintain national unity, obey the rules of community and state life, as well as maintain environmental sustainability and the harmony of life.
The critical reasoning dimension emphasizes curiosity, logical and analytical thinking skills, analyzing and solving problems, as well as the use of literacy and numeracy.
The creativity dimension emphasizes the ability to produce ideas, actions, innovations, and solutions to problems around the child.
The collaboration dimension fosters care, sharing, and the ability to work together with others.
The independence dimension develops responsibility, initiative, adaptability, and self-development.
The health dimension emphasizes clean and healthy living habits, fitness, physical and mental health, as well as concern for environmental health.
The communication dimension encompasses the ability to listen, read, speak, and write according to context, ethics, and various communication modes.
Specifically for PAUD, Graduate Competency Standards are the Early Childhood Development Achievement Level Standards (STPPA). STPPA contains the student profile as a unity of attitudes, skills, and knowledge that serves as a description of child development achievements based on their participation at the end of PAUD.
This regulation establishes six aspects of early childhood development, namely:
religious values and noble morals;
Pancasila values;
physical motor;
cognitive;
language; and
social emotional.
These six developmental aspects are not treated as separate parts, but are formulated integrally in the description of child development achievements. This approach affirms that early childhood development must be understood holistically and interdependently.
In the religious and moral dimension, children are guided to recognize the religious teachings they adhere to, practice worship according to their religion or belief, show affection, honesty, justice, and responsibility, as well as recognize relationships with God Almighty, fellow humans, and the environment with adult guidance.
In the citizenship and Pancasila values dimension, children are expected to recognize their personal identity, habits in the family and education unit, simple rules of daily life, the importance of protecting the environment, and understand themselves as part of Indonesian citizens.
In cognitive development, children are directed to have curiosity, recognize similarities and differences, solve simple problems, and use pre-literacy and pre-numeracy related to themselves and their immediate environment.
In the creativity dimension, children are given space to show imagination and flexible thinking through actions or simple works according to cognitive, affective development, as well as fine and gross motor skills.
In the social aspect, children are directed to recognize care, sharing, and working together with peers through play activities and interactions within the education unit environment and family.
In the independence aspect, children show responsibility in learning and self-development activities and strive to achieve developmental stages with guidance.
In the health aspect, children are directed to recognize and familiarize themselves with clean and healthy living, maintain fitness, physical and mental health, and recognize the importance of environmental health.
In the communication aspect, children develop listening, speaking, pre-reading, and pre-writing skills, both through verbal and nonverbal communication.
Provisions regarding pre-reading, pre-writing, pre-literacy, and pre-numeracy are important for PAUD practice because they place literacy and numeracy readiness as part of the child's developmental process, not merely formal academic demands. PAUD units need to develop learning experiences that are age-appropriate and developmentally appropriate, contextual, fun, and meaningful.
For IKADPAUDI, Ministerial Regulation of Primary and Secondary Education Number 10 of 2025 is one of the core PAUD regulations because it serves as the latest basis regarding child development achievements and student profiles at the end of PAUD. This regulation is highly relevant for curriculum development, learning, child development assessment, teacher education and training, PAUD study program development, research, accreditation, quality assurance, evaluation instrument preparation, and PAUD policy advocacy.
This regulation is also important for IKADPAUDI to affirm that PAUD quality is not measured through exams or academic graduation, but through support for holistic child development encompassing religious values and morals, Pancasila values, physical-motor, cognitive, language, social-emotional, health, creativity, independence, collaboration, and communication.
Legal status note: The Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 is in effect. This regulation revokes and declares invalid the Regulation of the Minister of Education, Culture, Research, and Technology Number 5 of 2022 concerning Graduate Competency Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level. The BPK RI Regulation Database as of August 2026 also records the Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 as the applicable regulation revoking the Regulation of the Minister of Education, Culture, Research, and Technology Number 5 of 2022.
Standar Nasional Pendidikan
Ministerial Regulation
2025
In Force
12
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia
Regulation of the Minister of Primary and Secondary Education Number 12 of 2025 regulates Content Standards in Early Childhood Education (PAUD), the basic education level, and the secondary education level. Content Standards are the minimal criteria for the scope of material required to achieve graduate competencies. Specifically for PAUD, the scope of material is formulated based on the Standards of Child Development Achievement Levels (STPPA).
The PAUD Content Standards are developed based on six aspects of child development, namely religious and moral values, Pancasila values, physical-motor, cognitive, language, and social-emotional, which are formulated in an integrated manner in the form of developmental achievement descriptions. The scope includes, among others, the formation of morals and religious values, self and national identity, care and cooperation, independence, creativity, pre-literacy, pre-numeracy, communication, and the habituation of a clean and healthy lifestyle.
This regulation also regulates the scope of material for early childhood children with special needs who have disabilities, covering general material and special material adapted to the children's needs.
With the enactment of this regulation, Regulation of the Minister of Education, Culture, Research, and Technology Number 8 of 2024 concerning Content Standards in PAUD, Basic Education Level, and Secondary Education Level is revoked and declared invalid.
Law
2023
In Force
17
Pemerintah Republik Indonesia
Law Number 17 of 2023 concerning Health serves as the primary legal foundation for the implementation of health in Indonesia. This law regulates rights and obligations in the health sector, the responsibilities of the Central Government and Regional Governments, the implementation of health efforts, health services, health resources, maternal, infant, and child health, nutrition, school health, mental health, environmental health, and various other aspects within the national health system.
This law asserts that health is a state of physical, mental, and social well-being, not merely the absence of disease, enabling everyone to live productively. The implementation of health is carried out based on principles including humanity, equity, protection and safety, respect for rights and obligations, justice, nondiscrimination, participation, integration, and the public interest.
In the context of Early Childhood Education (PAUD), Law Number 17 of 2023 is highly important because it places maternal, infant, and child health as one of the main components of health efforts. This approach strengthens the relationship between health from pregnancy, birth, child growth and development, and the quality of early childhood development.
This law also includes nutrition, mental health, family health, school health, environmental health, vision and hearing health, and dental and oral health as part of health efforts. This scope has a direct relationship with fulfilling children's essential needs in the implementation of Holistic Integrative PAUD.
Primary health services are implemented in an integrated manner to meet health needs at every stage of life, improve health determinants, and strengthen individual, family, and community health. These services include promotive, preventive, curative, rehabilitative, and/or palliative efforts. The primary health service approach also positions families and communities as vital parts in improving health status.
This law develops a primary health service network system that reaches the entire community. This network is based on administrative regions, educational units, workplaces, referral systems, and cross-sectoral collaboration, among others. These provisions provide the basis for strengthening collaboration between PAUD units, Community Health Centers (Puskesmas), local governments, families, and various community services in supporting children's health and growth and development.
In the field of school health, Law Number 17 of 2023 affirms that school health is implemented to improve the healthy living capacity of learners, educators, and education personnel, as well as to create a healthy school environment. School health is implemented in formal and non-formal educational units through health education, health services, and the fostering of a healthy school environment.
The implementation of school health is carried out through collaboration between educational units and first-level health service facilities. This provision is relevant for PAUD units in building cooperation with Puskesmas and other health facilities to support early detection, prevention of health problems, promotion of clean and healthy living behaviors, dental and oral health, nutrition, mental health, and monitoring of child growth and development.
This law also affirms the responsibility of the Central Government and Regional Governments to plan, regulate, implement, foster, and supervise health efforts that are of high quality, safe, efficient, equitable, and affordable. The government is also responsible for providing health service facilities, health resources, health information and education, and a healthy environment for the community.
For IKADPAUDI, Law Number 17 of 2023 is a strategic reference in the development of Holistic Integrative PAUD (PAUD-HI). This regulation can be used as a basis for studies, research, advocacy, policy development, and practices regarding early childhood health and nutrition, school health, growth and development, mental health, environmental health, primary health services, and strengthening partnerships between PAUD units, families, Puskesmas, and local governments.
This law reinforces the paradigm that the quality of Early Childhood Education is determined not only by the learning process, but also by the integrated fulfillment of children's health, nutrition, protection, care, and well-being needs. Therefore, the Health Law is one of the important cross-sectoral regulations in the implementation of PAUD services that are holistic and centered on the best interests and optimal growth and development of children.
Legal status note: Law Number 17 of 2023 is currently in force. This law simultaneously repeals a number of laws in the health sector, including Law Number 36 of 2009 concerning Health, Law Number 18 of 2014 concerning Mental Health, Law Number 36 of 2014 concerning Health Workers, Law Number 38 of 2014 concerning Nursing, Law Number 4 of 2019 concerning Midwifery, and several other health laws. A number of provisions of this law have also been the subject of judicial review at the Constitutional Court, so in its application, attention must be paid to relevant Constitutional Court decisions and the latest implementing regulations.
Kesehatan, Gizi, dan Tumbuh Kembang
Government Regulation
2022
In Force
4
Republik Indonesia
Government Regulation Number 4 of 2022 is an amendment to Government Regulation Number 57 of 2021 concerning National Education Standards. This regulation affirms that the National Education Standards are based on Pancasila, the 1945 Constitution of the Republic of Indonesia, the Unitary State of the Republic of Indonesia, and Bhinneka Tunggal Ika (Unity in Diversity). This regulation also strengthens the position of Pancasila in the curriculum and adjusts the regulations for higher education and the systems of standardization, quality assurance, quality control, and educational accreditation.
For early childhood education (PAUD), this Government Regulation is of great importance as it affirms that the graduate competency standards for PAUD represent the standards for the level of early childhood developmental achievement. The developmental aspects of focus include religious and moral values, Pancasila values, physical-motor skills, cognitive, language, and social-emotional skills.
This regulation also regulates the basic framework and structure of the PAUD curriculum, primary education, and secondary education, as well as updates accreditation regulations. Accreditation by the Central Government covers PAUD units, primary and secondary education, equivalent education, and higher education. The regulation came into effect on the date of its promulgation, which is January 12, 2022.
Tata Kelola PAUD
Standar Nasional Pendidikan
Government Regulation
2021
Partially In Force
57
Pemerintah Republik Indonesia
Government Regulation Number 57 of 2021 concerning National Education Standards serves as the main foundation for regulating National Education Standards in Indonesia. This regulation was established to adapt national education standards to the dynamics and developments of science, technology, and community life in order to improve the quality of education.
National Education Standards in this regulation are minimal criteria regarding the education system throughout the legal jurisdiction of the Unitary State of the Republic of Indonesia. These standards are used as a reference for curriculum development and the implementation of education to realize the goals of national education and are improved in a planned, directed, and sustainable manner in accordance with changes in local, national, and global life.
This Government Regulation has a direct and very strong relevance to Early Childhood Education (PAUD). The scope of National Education Standards explicitly includes formal PAUD and non-formal PAUD. Thus, the national standard framework applies not only to kindergartens (TK), Raudhatul Athfal (RA), or other forms of formal PAUD, but also covers PAUD services in the non-formal track in accordance with statutory provisions.
This Government Regulation establishes eight National Education Standards, namely graduate competency standards, content standards, process standards, educational assessment standards, education personnel standards, facilities and infrastructure standards, management standards, and financing standards. These eight standards form the national framework that becomes the basis for establishing technical regulations regarding the quality of education implementation, including PAUD.
Specifically for PAUD, graduate competency standards are stated as the standard level of early childhood development achievement. In the text of Government Regulation Number 57 of 2021, the level of child development achievement is focused on aspects of religious and moral values, physical-motor, cognitive, language, and socio-emotional. Provisions regarding the use of graduate competency standards as guidelines for determining graduation are specifically exempted for PAUD.
This regulation emphasizes the character of PAUD as an educational stage oriented towards child development rather than graduation mechanisms as applicable to primary and secondary education levels. The assessment of child development must therefore be placed as part of the process of understanding and supporting the growth and development as well as learning of children.
In process standards, this regulation stipulates that the learning process includes learning planning, learning implementation, and learning process assessment. The implementation of learning must take place in an interactive, inspiring, fun, challenging atmosphere, motivating students to participate actively, and providing space for initiative, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students.
This principle is very relevant to PAUD practices because it places the characteristics of development, interests, creativity, active participation, and psychological conditions of children as important considerations in the learning process. Educators play a role in providing role models, assistance, and facilitation in the implementation of learning.
In educational assessment standards, the assessment of learning outcomes must be carried out according to the purpose of the assessment in a fair, objective, and educational manner. Assessment is carried out by educators through mechanisms that include formulating objectives, selecting or developing instruments, implementing assessment, processing results, and reporting assessment results.
This regulation also regulates educator standards. In the text of Government Regulation Number 57 of 2021, educators must have pedagogical, personality, social, and professional competencies. For educators in the formal track PAUD, the minimum academic qualification specified is a bachelor's degree level in accordance with applicable regulations.
In management standards, the planning, implementation, and supervision of educational activities in PAUD as well as primary and secondary education apply unit-based education management demonstrated through independence, partnership, participation, openness, and accountability. This principle is an important basis for professional and responsible PAUD unit governance.
This Government Regulation also regulates the development, monitoring, and reporting of National Education Standards; curriculum; student learning outcome evaluation; education system evaluation; accreditation; and certification. All these components form a national education quality assurance system.
Government Regulation Number 57 of 2021 simultaneously replaces the previous National Education Standards regime. At the time this regulation comes into effect, Government Regulation Number 19 of 2005 concerning National Education Standards along with its amendments is revoked and declared invalid. Implementing regulations from the previous regime remain valid as long as they do not conflict with Government Regulation Number 57 of 2021.
For IKADPAUDI, Government Regulation Number 57 of 2021 is one of the core and mandatory regulations in the PAUD Regulation Bank. This regulation serves as a basic reference for the study of PAUD quality standards, curriculum and learning development, child competence and development, assessment, educators and education personnel, facilities and infrastructure, management, financing, quality evaluation, and the development of PAUD policies at the national and regional levels.
This regulation is also important for understanding changes in the PAUD regulatory system after the end of the approach that placed all PAUD standards in a single special regulation. In the currently applicable system, technical provisions regarding each National Education Standard are elaborated further through ministerial regulations that can be updated from time to time. Therefore, the use of Government Regulation Number 57 of 2021 in PAUD studies and practices needs to always be paired with the latest technical regulations for each standard.
Legal status note: Government Regulation Number 57 of 2021 is still in effect, but has been amended by Government Regulation Number 4 of 2022 concerning Amendments to Government Regulation Number 57 of 2021 concerning National Education Standards. Because the attached file is the text of Government Regulation Number 57 of 2021 prior to those amendments, for the IKADPAUDI database, the status of this document should be marked as Partially valid and users should be given a note to read it alongside Government Regulation Number 4 of 2022. The BPK Regulation Database notes that Government Regulation Number 57 of 2021 has the status of being in effect and "amended by" Government Regulation Number 4 of 2022.
Standar Nasional Pendidikan
Law
2016
Partially In Force
17
Pemerintah Republik Indonesia
Law Number 17 of 2016 enacts Government Regulation in Lieu of Law Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002 on Child Protection into law. This regulation is an important part of the child protection legal regime in Indonesia, particularly in strengthening the prevention and prosecution of sexual violence against children.
This law was prompted by the increase in sexual violence against children, which is considered a threat to the survival, growth, development, security, and future of children. The State reaffirms its obligation to guarantee the child's right to survival, growth, and development, as well as protection from violence and discrimination.
The main substance of this second amendment focuses on strengthening criminal provisions against perpetrators of sexual violence against children. The provisions of Article 81 regarding sexual intercourse with children and Article 82 regarding obscene acts against children are strengthened through heavier criminal penalties as well as the potential imposition of additional penalties and specific measures under conditions stipulated by law.
This regulation has direct relevance to the provision of Early Childhood Education (PAUD) because it specifically includes educators and education personnel as parties who can be subject to aggravated criminal penalties if they commit sexual crimes against children. Aggravation also applies if the crime is committed by parents, guardians, family members, child caregivers, officials handling child protection, or jointly by more than one person.
These provisions emphasize that educational units, including PAUD units, must be safe environments from all forms of sexual violence. Educators and education personnel hold a position of trust and special responsibility towards children, so the abuse of this position can lead to heavier legal consequences.
This law also regulates the aggravation of punishment if the crime results in more than one victim, causes severe injury, mental disorders, contagious diseases, impaired or loss of reproductive function, or causes the death of the victim. Under certain conditions, perpetrators may also be subject to additional penalties in the form of identity disclosure and measures stipulated by law.
Within the framework of child protection, the existence of Law Number 17 of 2016 reinforces the message that the prevention of sexual violence is not enough through punishment alone, but must be supported by protection, supervision, prevention, and institutional governance measures that guarantee the safety of children.
For IKADPAUDI, Law Number 17 of 2016 is an important reference in the development of safe, child-friendly, and sexual violence-free PAUD policies and practices. This regulation is relevant for the education and training of PAUD educators, the development of codes of ethics and child protection standards, the formulation of violence prevention and reporting mechanisms, the strengthening of PAUD unit governance, and the advocacy of child protection policies in the educational environment.
This regulation must be read alongside Law Number 23 of 2002 on Child Protection and Law Number 35 of 2014 as a unified child protection legal regime. For the operational needs of educational units, these provisions also need to be read alongside the latest regulations regarding safe and comfortable educational environments as well as laws and regulations concerning sexual violence crimes.
Legal status note: Law Number 17 of 2016 remains part of the Child Protection legal regime, but some of the criminal provisions amended through this law have been revoked by Law Number 1 of 2023 regarding the Criminal Code. Therefore, the most appropriate status for the IKADPAUDI database is Partially Applicable, and its application must pay attention to the applicable Criminal Code and other related regulations.
Perlindungan Anak
Law
2016
In Force
8
Pemerintah Republik Indonesia
Law Number 8 of 2016 concerning Persons with Disabilities serves as the primary legal foundation for the respect, protection, and fulfillment of the rights of persons with disabilities in Indonesia. This law shifts the policy paradigm from an approach that purely views disability as an individual issue toward an approach based on human rights, equality, non-discrimination, accessibility, participation, inclusion, and reasonable accommodation.
Persons with Disabilities are defined as any person who experiences long-term physical, intellectual, mental, and/or sensory limitations who, in interacting with the environment, may encounter obstacles and difficulties in participating fully and effectively with other citizens on the basis of equal rights.
This law introduces the important concept of Reasonable Accommodation, which refers to necessary and appropriate modifications and adjustments not imposing a disproportionate or undue burden, needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms. This concept is crucial for the implementation of inclusive education, including in designing learning environments capable of responding to children's individual needs.
The implementation and fulfillment of the rights of persons with disabilities are based on the principles of respect for inherent dignity, individual autonomy, non-discrimination, full and effective participation and inclusion in society, respect for difference and acceptance of persons with disabilities as part of human diversity and humanity, equality of opportunity, equality, accessibility, the evolving capacities of children and respect for the right of children to preserve their identities, inclusiveness, and special treatment and enhanced protection.
This law gives special attention to children with disabilities. Children with disabilities have the right to obtain special protection from discrimination, abandonment, harassment, exploitation, violence, and sexual crimes; to obtain family or substitute family care and upbringing for optimal growth and development; to have their interests protected in decision-making; to be treated humanely in accordance with human dignity and children's rights; to have their special needs fulfilled; to receive the same treatment as other children to achieve social integration and individual development; and to obtain social support.
In the field of education, persons with disabilities have the right to obtain quality education in educational units across all types, pathways, and levels of education inclusively and specially. Persons with disabilities also have equal opportunities to become educators or education personnel, become education providers, and obtain Reasonable Accommodation as students.
The Government and Regional Governments are obligated to organize and/or facilitate education for persons with disabilities at every pathway, type, and level of education in accordance with their authority. Such education is implemented through the national education system in the form of inclusive education and special education.
For Early Childhood Education (PAUD), these provisions provide a legal basis that children with disabilities have the same right to access educational services from an early age without discrimination. PAUD providers must ensure that the environment, learning processes, facilities and infrastructure, communication, services, and care are able to accommodate the diversity of needs and developmental characteristics of children.
This law also obligates the Government and Regional Governments to facilitate educational institutions in providing Reasonable Accommodation for students with disabilities. Education providers that fail to provide Reasonable Accommodation may be subject to administrative sanctions in accordance with the provisions of laws and regulations.
In supporting inclusive education, this law pays attention to improving the competence of educators and education personnel, providing assistance, developing compensatory programs, providing learning media and assistive devices, consulting services, providing data and information regarding disabilities, developing cross-institutional cooperation, as well as early detection and early intervention for students and prospective students with disabilities.
Early detection and early intervention aspects have special relevance to PAUD because early childhood is a critical period to recognize developmental obstacles, provide support according to needs, prevent secondary obstacles, and ensure every child obtains the opportunity to develop optimally without labeling and discrimination.
This law also regulates the health rights of persons with disabilities, which include access to health information, safe, quality, and affordable health services, health assistive devices, rehabilitation, and services suited to the needs and varieties of disabilities. These health dimensions reinforce the Holistic Integrative PAUD approach, especially in the integration of educational, health, care, protection, and child welfare services.
Accessibility rights are also guaranteed through the right to utilize public facilities and obtain Reasonable Accommodation. In the context of PAUD units, this principle is relevant for the planning of buildings, learning spaces, play areas, toilets, mobility pathways, learning media, information, communication, and other services so that they can be used safely and with dignity by children with diverse needs.
For IKADPAUDI, Law Number 8 of 2016 serves as a strategic reference in the development of inclusive and child rights-based PAUD. This regulation can become the basis for research, education, training, advocacy, formulation of service standards, development of educator competence, design of accessible PAUD environments, early detection and intervention, provision of reasonable accommodation, and strengthening cooperation between PAUD units, families, regional governments, professionals, and health services.
This law reinforces the principle that inclusion means not only accepting children with disabilities into educational units, but ensuring that children can participate fully, safely, and with dignity, obtain the support needed, and get equal opportunities to learn, play, interact, and develop according to their individual potential.
Legal status note: Law Number 8 of 2016 concerning Persons with Disabilities is in force and revokes Law Number 4 of 1997 concerning Persons with Disabilities. In its application, attention must be paid to the Constitutional Court Decision Number 130/PUU-XXIII/2025, which provides constitutional interpretation of the Elucidation of Article 4 paragraph (1) letter a concerning persons with physical disabilities. For the field of education, this law also needs to be read together with implementing regulations, particularly regulations concerning Reasonable Accommodation for students with disabilities and applicable technical provisions of inclusive education.
Pendidikan Inklusif dan Disabilitas
Law
2014
In Force
23
Pemerintah Republik Indonesia
Law Number 23 of 2014 concerning Regional Government regulates the administration of regional government, the division of governmental affairs between the Central Government, provincial regional governments, and regency/city regional governments, as well as the implementation of regional autonomy within the framework of the Unitary State of the Republic of Indonesia. This law is one of the important foundations in the administration of Early Childhood Education (PAUD) in the regions because it establishes education as a Mandatory Governmental Affair related to Basic Services. Consequently, regional governments have an obligation to provide educational services in accordance with the division of authority stipulated in laws and regulations. In the division of governmental affairs in the education sector, the management of early childhood education falls under the authority of regency/city regional governments, along with the management of primary education and non-formal education. Meanwhile, the Central Government has the authority to establish national education standards and the national curriculum. In the field of curriculum, the Central Government has the authority to establish the national Early Childhood Education curriculum, while regency/city regional governments have the authority to establish local content curricula for primary education, Early Childhood Education, and non-formal education in accordance with statutory provisions. This law also grants authority to regency/city regional governments to issue operational permits for community-run Early Childhood Education and non-formal education units. This division of authority places regency/city governments as the main actors in the management, guidance, service, and development of PAUD in the regions. In addition to education, this law designates women's empowerment and child protection as one of the Mandatory Governmental Affairs that becomes a regional responsibility. This provision is important for the development of PAUD, which is not only oriented toward educational services but is also integrated with the fulfillment of children's rights, protection, health, welfare, and growth and development. Regional government administrators are also required to prioritize the implementation of Mandatory Governmental Affairs related to Basic Services and carry them out guided by the Minimum Service Standards established by the Central Government. These provisions serve as the basis for strengthening the responsibility of regional governments in expanding access and improving the quality of PAUD services. For IKADPAUDI, Law Number 23 of 2014 is a strategic reference for studies, advocacy, and policy recommendations regarding PAUD governance in the regions, particularly in determining the authority of the central, provincial, and regency/city governments; educational planning and budgeting; basic service standards; PAUD unit licensing; local content curricula; and strengthening the integration of educational affairs with child protection. Legal status note: Law Number 23 of 2014 is still in effect, but a number of its provisions have been amended and some have been revoked. Amendments have been made, among others, through Law Number 2 of 2015, Law Number 9 of 2015, Job Creation regulations, and Law Number 1 of 2026 concerning Criminal Adjustments. Certain provisions were also revoked through Law Number 17 of 2019 concerning Water Resources and Law Number 1 of 2022 concerning Financial Relations between the Central Government and Regional Governments. Therefore, the application of this law must take into account applicable amendments and related regulations.
Tata Kelola PAUD
Law
2014
In Force
35
Pemerintah Republik Indonesia
Law Number 35 of 2014 is an amendment to Law Number 23 of 2002 concerning Child Protection. This law strengthens the state's guarantee of the fulfillment, respect, and protection of children's rights and clarifies the responsibilities of the state, government, local governments, society, families, parents, and guardians in the implementation of child protection.
This law affirms that a child is any person under the age of 18, including children still in the womb. Child protection is defined as all activities to guarantee and protect children and their rights so that they can live, grow, develop, and participate optimally in accordance with human dignity and worth, and obtain protection from violence and discrimination.
In the field of education, this law is very important for the implementation of Early Childhood Education (ECE / PAUD). Every child has the right to obtain education and instruction for personal development and intelligence in accordance with interests and talents. Children also have the right to get protection in educational units from sexual crimes and violence committed by educators, education personnel, fellow students, or other parties.
This law also affirms the obligation of the state, government, local governments, families, and parents to provide the widest possible opportunity for children to obtain an education. Children with disabilities have the right to obtain opportunities and accessibility to participate in inclusive education and/or special education.
Child protection in and around educational units is of special concern. Children must receive protection from physical violence, psychological violence, sexual crimes, and other crimes. This protection is the responsibility of educators, education personnel, government apparatus, and society.
In addition to education, Law Number 35 of 2014 strengthens children's rights in the fields of parenting, health, identity, social welfare, religion, participation, and special protection. Parents are obliged to nurture, care for, educate, and protect children; foster children according to their abilities, talents, and interests; prevent child marriage; and provide character education and moral value inculcation.
This law also strengthens the principle of the best interests of the child in parenting. Every child essentially has the right to be raised by their own parents, unless there are valid legal reasons or provisions indicating that separation is in the best interest of the child and is carried out as a last resort.
The government and local governments have the obligation to guarantee the fulfillment of children's rights without discrimination, provide facilities, infrastructure, and human resources for the implementation of child protection, and implement national child protection policies in the regions. This law is also one of the foundations for the development of Child-Friendly Regencies/Cities.
For IKADPAUDI, Law Number 35 of 2014 is one of the core regulations in the study and practice of child-rights-based ECE. This regulation serves as a reference in the development of safe and inclusive ECE units, the prevention of violence against children, education and parenting based on the best interests of the child, the fulfillment of the rights of children with disabilities, the strengthening of the role of the family, and the advocacy of child protection policies at the national and regional levels.
Legal status note: Law Number 35 of 2014 must be read as an inseparable part of Law Number 23 of 2002 concerning Child Protection. Several of its provisions were subsequently amended further through Law Number 17 of 2016 concerning the Stipulation of Government Regulation in Lieu of Law Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002 concerning Child Protection into Law. Some related criminal provisions have also been revoked by Law Number 1 of 2023 concerning the Criminal Code. Therefore, for the latest legal application, these three layers of regulation must be read systematically.
Perlindungan Anak
Government Regulation
2010
Partially In Force
17
Pemerintah Republik Indonesia
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.
Tata Kelola PAUD
Government Regulation
2010
Partially In Force
66
Pemerintah Republik Indonesia
Government Regulation Number 66 of 2010 constitutes an amendment to Government Regulation Number 17 of 2010 concerning the Management and Implementation of Education. This regulation strengthens the governance arrangements of educational units after Law Number 9 of 2009 concerning Education Legal Entities was declared to have no binding legal force by the Constitutional Court.
This Government Regulation governs various aspects of the management and implementation of national education, including the governance of educational units, equitable access to education, institutional aspects, financing, accountability, licensing, and the authority relationship between the Government, regional governments, society, and educational units.
In the context of Early Childhood Education (PAUD), this regulation explicitly defines PAUD as a coaching effort aimed at children from birth up to the age of 6 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 recognizes Kindergartens (TK) as a form of PAUD unit within the formal education pathway that organizes educational programs for children aged 4 to 6 years. Raudhatul Athfal (RA) is also positioned as a formal pathway PAUD unit with specific Islamic characteristics for children aged 4 to 6 years.
In terms of governance, the management of educational units is based on non-profit principles, accountability, quality assurance, transparency, and equitable access. These principles are important for the operation of PAUD units so that institutional management is oriented towards improving the quality of educational services rather than solely making a profit, and is capable of accounting for its implementation to stakeholders.
This Government Regulation also emphasizes the principle of non-discrimination in educational services. Educational units are obliged to provide services to prospective students and students regardless of religious background, race, ethnicity, gender, social status, and economic capability. Educational units are also obliged to guarantee access to educational services for students who require special education and special services.
Specifically for formal pathway PAUD organized by the Government or regional governments, this regulation governs a governance structure consisting of at least a principal/madrasah head and a school/madrasah committee. The principal carries out the management function of the educational unit, while the committee carries out the advisory, consultative, and academic supervision functions in accordance with applicable provisions.
Management of the educational unit includes, among other things, the formulation of strategic and operational plans, organizational structure and work procedures, internal audit and supervision systems, and internal quality assurance systems. These provisions demonstrate that formal PAUD management must be carried out in a planned, transparent, professional, and quality-oriented manner.
For formal PAUD units organized by society, governance is determined by a legitimate non-profit legal entity based on the provisions of statutory regulations. Its management must still adhere to the principles of non-profit, accountability, quality assurance, transparency, and equitable access.
In the funding aspect, the Government or regional governments, in accordance with their capacity and authority, may cover investment costs, operational costs, scholarships, and/or educational cost assistance for formal pathway PAUD units organized by the Government or regional governments. Such funds are distributed to the principal/madrasah head and must be managed in accordance with statutory regulations.
This regulation also emphasizes the obligation of accountability for the implementation of education. Educational units are required to implement good governance, maintain a balance between the number of students and the capacity of facilities and infrastructure as well as educators and education personnel, implement education on a non-commercial basis, and prepare implementation reports and financial reports in a timely, transparent, and accountable manner.
In regulating the organizers of formal education, regional governments may organize formal pathway PAUD units, the ministry administering government affairs in the religious sector may organize religious-characteristic formal PAUD, and society may organize formal PAUD through legal entities such as foundations, associations, or other similar bodies.
Licensing aspects also form an important part. The establishment of a formal PAUD program or unit is mandatory to obtain a license from the Government or regional governments in accordance with their authority. For Kindergartens, the establishment license is granted by the regent/mayor in accordance with applicable provisions, whereas the establishment license for RA falls under the authority of the Minister of Religious Affairs.
Requirements for establishing formal educational units include the content of education, the number and qualifications of educators and education personnel, facilities and infrastructure, educational financing, evaluation and certification systems, as well as management and educational processes. Establishment must also consider feasibility from the aspects of spatial planning, geography, ecology, the number of prospective students, financial, social, cultural, capacity, service reach, and financing sustainability.
For IKADPAUDI, Government Regulation Number 66 of 2010 serves as an important reference in the study of governance, institutional aspects, establishment, licensing, financing, accountability, equitable access, and the operation of PAUD units, especially formal education pathway PAUD. This regulation is also useful for understanding the historical development of the regulatory framework for education implementation in Indonesia and the division of responsibilities between the Government, regional governments, society, and PAUD unit organizers.
Legal status note: Government Regulation Number 66 of 2010 is still recorded as in force, but some of its provisions have been revoked by Government Regulation Number 57 of 2021 concerning National Education Standards, particularly provisions related to the national-standardized school final examination and the national examination. Therefore, in the IKADPAUDI Regulation Database, the most appropriate status is Partially in force. For use in current PAUD studies or practices, this GR must be read together with Government Regulation Number 17 of 2010 as its parent regulation and various newer education regulations.
Tata Kelola PAUD
Law
2005
In Force
14
Pemerintah Republik Indonesia
Law Number 14 of 2005 concerning Teachers and Lecturers serves as the primary legal foundation regarding the status, professionalism, qualifications, competencies, certification, rights, obligations, guidance, development, protection, professional organizations, and welfare of teachers and lecturers in Indonesia.
This law affirms that teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing, and evaluating students in Early Childhood Education (PAUD) within the formal education track, basic education, and secondary education. Consequently, this law is one of the main references in developing teacher professionalism in formal PAUD units.
Teachers in formal education track PAUD hold the status of professional personnel. Recognition of this status is evidenced by an educator certificate. The status of teachers as professional personnel functions to elevate the dignity and role of teachers as learning agents in order to improve the quality of national education.
Teacher professionalism is based on a number of principles, including possessing talent, interest, calling, and idealism; commitment to improving the quality of education; having academic qualifications and an educational background corresponding to the field of duties; possessing necessary competencies; being responsible for the execution of professional duties; obtaining income in accordance with work performance; obtaining opportunities to develop professionalism sustainably; receiving legal protection; and having a professional organization.
This law stipulates that teachers are required to have academic qualifications, competencies, an educator certificate, physical and spiritual health, and the ability to realize the goals of national education. Teacher academic qualifications are obtained through higher education undergraduate or four-year diploma programs.
Teacher competencies cover four main domains, namely pedagogical competence, personal competence, social competence, and professional competence. These four competencies form the foundation for developing the quality and professionalism of teachers, including formal education track PAUD teachers.
In carrying out professional duties, teachers obtain a number of rights, including rights to income and social welfare guarantees, promotion and awards, protection in carrying out duties, opportunities to improve competence, utilization of learning facilities and infrastructure, a sense of security and occupational safety, freedom to associate in professional organizations, opportunities to participate in educational policies, and training and professional development.
Teachers also have the obligation to plan learning, carry out quality learning processes, assess and evaluate learning outcomes, improve academic qualifications and competencies sustainably, act objectively and non-discriminatorily toward students, uphold the law and the teacher code of ethics, and maintain national unity and integrity.
In relation to the administration of PAUD, this law specifically assigns responsibility to the Government and regency/city governments to fulfill the needs for teachers in terms of numbers, academic qualifications, and competencies equitably to ensure the sustainability of formal education track Early Childhood Education. Formal PAUD units organized by the community are also required to fulfill the needs for permanent teachers in adequate numbers, qualifications, and competencies.
Guidance and professional development for teachers include the development of pedagogical, personal, social, and professional competencies. The Government and regional governments are obligated to guide and develop teacher academic qualifications and competencies, including providing budgetary support for the enhancement of teacher professionalism and service.
This law also provides protection for teachers in carrying out professional duties. Such protection includes legal protection, professional protection, and occupational safety and health protection. Teachers are entitled to protection from violence, threats, discrimination, intimidation, unfair treatment, and various risks in the performance of duties.
In addition to regulating teachers, Law Number 14 of 2005 also regulates lecturers as professional educators and scientists with the primary task of transforming, developing, and disseminating science, technology, and art through education, research, and community service. This aspect is relevant to IKADPAUDI because the development of PAUD science also depends on lecturers, PAUD study programs, research, prospective teacher education, and community service.
This law establishes the academic rank hierarchy for permanent lecturers, which includes assistant professors, lecturers, associate professors, and professors. Professor is the highest academic rank in higher education units. These regulations serve as one of the legal bases for the career development of academics and scientists in the field of PAUD.
For IKADPAUDI, Law Number 14 of 2005 is a strategic reference in developing the professionalism of PAUD educators and PAUD lecturers, improving qualifications and competencies, teacher education and certification, sustainable professional development, professional protection, educator welfare, professional organizations, codes of ethics, and strengthening the quality of educational personnel training institutions.
Scope note: the provisions concerning “teachers” in Law Number 14 of 2005 explicitly include teachers in formal education track PAUD. Therefore, its application to educators in nonformal PAUD such as Playgroups, Daycare Centers, and other forms of nonformal PAUD must pay attention to other laws and regulations that specifically govern PAUD educators and educational personnel.
Legal status note: Law Number 14 of 2005 concerning Teachers and Lecturers is currently in effect. In its implementation, the provisions of this law must be read together with implementing regulations and newer regulations concerning teachers, educational personnel, certification, workload, functional positions, educator protection, and educational personnel standards.
Pendidik dan Tenaga Kependidikan
