Law Number 14 of 2005 concerning Teachers and Lecturers
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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.