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... 381 In addition to secular education, for the first time, the Bahasa Malayu languages of Malaysia and Indonesia were Latinized into new writing and introduced into indigenous schools to gradually replace the characters Jawa complexity has brought advantages to the acquisition of education. Another aspect of secular tendency and modernization of education is the establishment of modern vocational and technical schools in the early years of the twentieth century. It can be said that, for the first time in Malaysia and Indonesia, education is managed through legal documents such as: “education law” and “education decree”. Educational institutions as well as educational titles are established and appointed: Education Committee, Education Director, Education Inspectorate, etc. At the same time, educational policies have been institutionalized, the interests of people in general and women in particular have more equal opportunities in education. The status and rights of women were higher than before and compared to some Southeast Asian countries at the time, when most women were denied their rights to education in a patriarchal society with the notion that women should only take care of housework. Thus, with the aim of turning education into a tool to support the colonial exploitation, the British and Dutch colonial governments have restructured the educational system in Malaysia and Indonesia with the Western model. The presence of British and Dutch colonialists brought a transformation to the foundation of an outdated educational model in the previous colonies. All elements and parts of colonial education were very new to Malaysians and Indonesians. 6. Conclusion In short, due to the characteristics of each country and the colonial rule policy of the British and the Dutch, the educational policies in Malaysia and Indonesia are not the same, but, it can be noticed that, with similarities in space, time, and educational policies, but the content of British education policy in Malaysia and the Netherlands in Indonesia has a lot in common. These commonalities are the trend