Международная научная конференция ЮВА в СПбГУ-65

Международная научная конференция, посвященная 65-й годовщине начала изучения языков ЮВА в нашей стране 372 Nguyen Huu Phuc education policy aims to emphasize differences in ethnic history and culture, factors that will help preserve the unique character of each different group”  1 . The British ’aimwas to enforce this educational policy to ensure that theMalaysian colonies ethnic groups did not come together to form a force that impedes British colonial interests. A person who wants to enter the colonial education system therefore needs to address the question: to which social group do you belong (Malay, Chinese or Indian)?Who are you (whether noble or commoner)? Because this is the identification card this indicates the type of school the person may enter. As for the Dutch, after the re-establishment of the Dutch government in Indonesia in 1824 through the Anglo-Dutch Treaty  2 , they began to adapt their colonial policy of exploitation to create an abundant financial source, a powerful economy to regain their position in the international arena. The Dutch government also adopted a division policy to rule Indonesian society not only with indigenous peoples, but also with other immigrant groups such as Chinese, Indian, Eurasian with specific economic activities and political positions to secure the colonial system and retain its dominance in Indonesia. And like the British, Dutch colonists saw schooling as a means of “conquering the spirit,” helping to train a large contingent of minions to control, control and govern. It is analogous to the British view of education as the colonial government introduced educational policies as well as other governance policies with the above-mentioned objectives in the “divide” and “rule” policy system, ensuring that ethnic groups in Maylaysia and Indonesia did not unite into forces that would hamper colonial government interests. The British and Dutch colonial governments, under the “divide and conquer” scheme, established separate education systems for each ethnic group residing in the colonies. For the British, they built four school 1 Ly TuongVan (2011), British education policy for indigenous Malay communities (from the late nineteenth century to the early twentieth century), Southeast Asian Research Journal, No. 5/2011, p. 11. 2 In 1824, under theAnglo-DutchAgreement for theArea of Influence in Southeast Asia, signed in London on March 17, the Netherlands took control of most of Java and Indonesia’s other islands.