Международная научная конференция ЮВА в СПбГУ-65

Международная научная конференция, посвященная 65-й годовщине начала изучения языков ЮВА в нашей стране British Educational Policy in Malaysia and The Netherlands in Indonesia... 373 systems: English schools, Malay schools, Chinese schools and Indian schools with the respective teaching facilities being English, Malay, Chinese and Tamil.With the teaching medium being the native language, schools in Malay, Chinese , and Indian are built only for a certain ethnic community. Malays, Chinese , and Indians were then only able to engage in the form of school taught in their own language, not that of other cultures. As for the Dutch, they also set up three types of schools, Dutch Indonesian school (Hollands Inlandse School —HIS), Europeese Lagere School (ELS), DutchChinese schools (Hollands Chinese School—HCS). Although these schools are trained in the Western educational model, all use Dutch as the main language of instruction, but learners are not allowed to go to other community schools. Commenting on the British education system inMalaysia, Chai Hon Chan also asserted that: “social differences appeared between the English-educated Chinese and the Chinese-educated Chinese, as there did between the English-educated and vernacular-educated among the Malays and Indians”  1 . The existence of different types of schools on the one hand stems from the needs of ethnic communities because schools are the place to spread the cultural and religious values ​of each community. above all, the colonial government wanted to take advantage of that mentality to maintain various types of indigenous schools to ensure that the groups, even though theywere next to each other, could not merge, forming a force that hindered colonial interests. Clearly, the existence of different school systems has given rise to local psychology, contributing to facilitating the formation of communityism, a dangerous thought that prevents solidarity and unity between ethnic groups. As a result of that policy, communities are isolated within their own social and cultural environments . 3. The educational policy is set by the colonial government, which directly operates and manages If in the Philippines, Spain sees education as a powerful tool for missionary purposes. Therefore, during the period of Spain's rule, colonial 1 Chai Hon Chan (1977), Education and Nation- building in Plural Societies: The West Malaysian Experience, Canberra: The Australian National University. P. 27.