nguhistВестник Новосибирского государственного университета. Серия: История, филологияVestnik NSU. Series: History and Philology1818-7919Novosibirsk State University10.25205/1818-7919-2025-24-1-65-81nguhist-2372Research ArticleВСЕОБЩАЯ ИСТОРИЯWORLD HISTORYСравнительное исследование образовательной политики Нидерландов в Индонезии и Великобритании в Малайе в XIX–XX векахA Comparative Perspective of Educational Policies of the Netherlands in Indonesia and Great Britain in Malaya during the 19th and 20th Centurieshttps://orcid.org/0000-0002-5236-993XХиепЧан СуанHiepTran Xuan

Чан Суан Хиеп, PhD (политические науки), доцент

Scopus Author ID 57212152131

Дананг

Tran Xuan Hiep, PhD (Politics), Associate Professor

Scopus Author ID 57212152131

Da Nang

hieptx@donga.edu.vnФукНгуен ХыуPhucNguyen Huu

Нгуен Хыу Фук, аспирант

Хюэ

Nguyen Huu Phuc, PhD Student (History)

Hue

thienphuc2509history@gmail.comКьетЛе ХоангKietLe Hoan

Ле Хоанг Кьет, аспирант

Кантхо

Le Hoang Kiet, PhD Student (International Relations)

Can Tho

kietnckh1999@gmail.comБиньНгуен ТуанBinhNguyen Tuan

Нгуен Туан Бинь, PhD (история)

Scopus Author ID 57221775698

Хюэ

Nguyen Tuan Binh, PhD (History)

Scopus Author ID 57221775698

Hue

nguyentuanbinh@hueuni.edu.vnhttps://orcid.org/0009-0008-4967-0159ТхоЧан ТхиThoTran Thi

Чан Тхи Тхо, PhD (английский язык)  

Дананг

Tran Thi Tho, PhD (English) 

Da Nang

thott7@fe.edu.vnУниверситет Донг АВьетнамDong A UniversityViet NamНаучная историческая ассоциация провинции Тхыатхьен-ХюэВьетнамHistorical Science Association of Thua Thien Hue provinceViet NamУниверситет КантхоВьетнамCan Tho UniversityViet NamУниверситет ХюэВьетнамUniversity of Education, Hue UniversityViet NamУниверситет FPT (кампус в Дананге)ВьетнамFPT University (Danang Campus)Viet Nam2025100220252416581Copyright © Хиеп Ч., Фук Н., Кьет Л., Бинь Н., Тхо Ч., 20252025Хиеп Ч., Фук Н., Кьет Л., Бинь Н., Тхо Ч.Hiep T., Phuc N., Kiet L., Binh N., Tho T.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://nguhist.elpub.ru/jour/article/view/2372

Предпринимается сравнительный анализ образовательной политики Нидерландов в Индонезии и Великобритании в Малайе в XIX–XX вв. в контексте постколониальных исследований. Цель статьи – выявление сходств и различий в образовательной политике двух колониальных администраций. Отмечается, что оба государства внедрили систему «двойного образования», создав параллельные образовательные системы: вестернизированную и локализованную, внедрив при этом повсеместно светские учебные программы и централизованное управление в образовании. Сравнение показывает, что голландские власти были более гибкими в языковой политике, тогда как британские ориентировались на более строгую языковую сегрегацию. Под влиянием стратегии «разделяй и властвуй» возникла сегрегированная школьная система для каждой большой этнической группы (параллельно с системой вестернизированных школ), что должно было препятствовать их объединению. Однако эта политика непреднамеренно способствовала модернизации, внедрению массового образования и женской грамотности. Более того, новая образовательная система впоследствии воспитала слой местных интеллектуалов, которые стали лидерами национально-освободительных движений. Образовательные реформы XIX–XX вв. заложили основу для диверсифицированных систем образования в современных Индонезии  и Малайзии. Делается вывод о сложности колониальных процессов, в рамках которых образование служило «обоюдоострым мечом», одновременно укреплявшим систему колониального управления и стимулирующим модернизацию местных сообществ, результатом которой была борьба за национальную независимость. 

This paper comparatively examines the educational policies of the Netherlands in Indonesia and Britain in Malaya during the 19th – 20th centuries from the perspective of post-colonial theory. By using historical documents and synthesizing existing literature, the study reveals similarities and differences in their approaches. Notably, both implemented a “dual education” system, separating indigenous and Western-oriented education tracks, while adopting secular curricula and centralized administration. The Dutch were more flexible in language policies, whereas the British enforced stricter linguistic segregation. Influenced by the “divide and rule” strategy, segregated school systems for each ethnic group emerged, fostering communal divides. However, these policies inadvertently facilitated modernization, mass education, and female literacy. Moreover, they unintentionally nurtured an intellectual class that catalyzed nationalist movements. While serving colonial interests, the educational reforms laid foundations for modern, diversified education systems in post-colonial Indonesia and Malaysia. The paper contributes insights into colonial legacies and their complex ramifications on Southeast Asian societies development trajectories. It underscores how education served as a double-edged sword, both consolidating colonial rule and sparking movements towards independence and progress.

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The authors declare that there are no conflicts of interest present.