Members of various cultural backgrounds have increased around the Korean society. Not only children from the general multicultural families but also the immigrated children of multicultural families who enter Korea in their puberty are increasing cont...
Members of various cultural backgrounds have increased around the Korean society. Not only children from the general multicultural families but also the immigrated children of multicultural families who enter Korea in their puberty are increasing continuously at school.
Ministry of Education is trying to find the multicultural students and the immigrated children of multicultural families to lead them actively to school through the placement of the multicultural coordinator in the public prep school and special class management and Immigration office In order for that, they strengthened their admission procedure guidance However, in spite of such assistance, as to inadequate systematic system and regular admission, the entry into public education of them are not easy to the late teens’ immigrated children of multicultural families.
Therefore, the study is to examine the main system related to the school entry for the immigrated children of multicultural families focusing on the references and real cases, and is to discover the problems and the school entry reality of the immigrated children of multicultural families through the depths interviews and consultation cases. Based on this, it is to propose the improvement of the system for reliable Korea public education approach of the immigrated children.
First, what is the school entry related systems and systems like for the immigrated children?
Second, what are the problems and how is reality related to the school entry of the immigrated children?
Third, what are the improvements for the entry of school of the immigrated children?
In order to find an answer to the problem of this study, The study has conducted by collecting information that is 49 multicultural coordinator consultation cases and five depth interviews with parents focusing on the parents who have children of multicultural families in Gyunggi zone. The collected data is analyzed using the phenomenological analysis method and the outcome is as follows.
The result of main analysis associated with the counseling case can be summarized as follows.
First, although the school admissions system for the immigrated children was provided, parents had a problem with the formal process. Second, since the understanding and recognition of the Office of Education in terms of work and the role of multicultural coordinator is very scarce, it was not easy to carry out the related support related with the entry of the immigrated children effectively. Third, the government system and the field work related with the school entry of the immigrated children do not cooperate systematically. So, each institution had different voice. Fourth, in terms of visa change and issue in relation to the school admission, there were many people who are ignorant. Therefore, school admissions system and the system of immigrated children should be unified step by step. The government’s policy (Ministry of Education, Ministry of Justice) should be able to realize by the Office of Education and unit school.
Major findings related to in-depth interviews can be summarized as follows.
First, the entry of Korea public education for the immigrated children has been delayed as the parents do not know where the counseling place exist and who do they need to find related to the school admission for their children as to lack of promotion of government agencies ( immigration ) and the education related agencies ( Ministry of Education).
Second, the reality is that the parents of immigrated children are suffering a lot of difficulties as the complex of administrative procedures and the school admissions related documents.
Third, the parents with immigrated children are in trouble since school admission has been denied at the discretion of the school principal while they apply and visit to the close school to the residence with prepared document.
Also, as to the absence of Korean education, lifestyle guidance, curriculum guidance and the course enrollment for the immigrated children who are immature in using Korean, they are facing the barriers in terms of entering public education. Fourth, parents with the immigrated children are requesting the overall orientation about education, children’s school life guidance and the procedures related to the Korean school education admission. Fifth, the students who dropped out school after entering Korean public education worries about the matters that they may not able to enter the public education again while they are attending alternative school which is not approved and systematic. Therefore, securing the exact place for counseling and pre-education about immigrated children should be offered. In addition, the Office of Education has to build a cooperation system between multicultural coordinators and school units. Whenever there are requests for Korean education of immigrated children, active support should be provided. However, government agencies and educators ignore the difficulties that occurs when the immigrated children tries to approach Korean public education.
Therefore, this study is to propose the solution for entering the Korean public education smoothly based on the results of the field experience as a multicultural coordinator and the depth interview with the parents show have immigrated children. First, in order to the admission to the school of immigrated children, immigration offices and Office of Education should make the overall system work through the cooperation among government department.
Second, Office of Education should simplify the school transferring and enrollment for the immigrated children through directly cooperation between multicultural coordinator and school multicultural teacher
Third, general schools should accept every immigrated child and to build up their gradual Korean education scholastic achievement, systematic support and aggressive attitude is needed.
Fourth, through the academic and career guidance that fits immigrated children’s characteristics, regular schools should actively support so that they can grow as a member of Korean society in the future.
Fifth, the follow- up researches that associated with immigrated children should be expended to the education system, government officials and the schools so the various studies can be preceded.
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