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
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
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
