Международная научная конференция ЮВА в СПбГУ-65

Международная научная конференция, посвященная 65-й годовщине начала изучения языков ЮВА в нашей стране 380 Nguyen Huu Phuc feature of the secularization of education in Malaysia and Indonesia. It can be said that secularization of education is a phenomenon and in fact, it has been introduced from outside to SoutheastAsian countries in general, in Malaysia and Indonesia in particular during the colonial period. Back in time before the nineteenth century, the Quran class, pesantren, pondok were traditionally popular forms of education in the villages of Malaysia and Indonesia. Education takes place mainly in the churches or private houses of religious dignitaries, subjects related to religious content are the main content of the educational program. Therefore, in parallel with the colonial exploitation process, the British and Dutch colonists by various measures gradually turned religious classes into secular educational institutions by converting them into native school. In this type of education, children of Malaysia and Indonesia are provided with basic knowledge in the local language including basic subjects such as reading, writing, arithmetic, hygiene, primary agricultural skills, equality and a knowledge of geography and history. These free content subjects are included in the formal curriculum, while traditional Quran classes are retained but as an informal educational content. Compared to the French when implementing educational policies in Vietnam, the French want to find ways to abolish and eventually completely replace traditional Confucian education with an education with the element of "Franceization". The greatest advantage of the education that the British and the Dutch bring to a new education for the colonial countries is that it has a European influence such as centralized management, compilation of textbooks by grade and subject, focusing on practical and natural sciences. Clearly, the purpose of establishing secular schools is to transform traditional Quran classes in indigenous villages. Although these schools were still wearing religious dresses, they were gradually faded and were obscured by secular shirts. Under the organization and control of the colonial government, the indigenous schools in Malaysia and Indonesia have profoundly changed to become secular educational institutions.