In this research we analyzed & reviewed the education policies for the children of multi-cultural home which is currently moving forward in Korea on the basis of three (3) categories, such as the protection of the human rights, the society integration...
In this research we analyzed & reviewed the education policies for the children of multi-cultural home which is currently moving forward in Korea on the basis of three (3) categories, such as the protection of the human rights, the society integration, the prevention of education alienation, and the human resources development and then looked for the directions of policy improvements.
In order to accomplish the purpose of this research, the contents we would like to deal with are as follows.
With the aim of understanding about the education of Korean multi-cultural home and their children we dealt with the following viewpoints in the chapterⅡ. Firstly, we looked into the concept, the type & situation, and the trend of multi-cultural home. Secondly, we researched the education needs of the children of multi-cultural home and their education-related spheres. Thirdly, we analyzed & reviewed the education policies for the children of multi-cultural home in the major advanced countries which have already experienced the multi-cultural society.
For the purpose of policy analysis for the children of multi-cultural home, we handled the following perspectives in the chapter Ⅲ. Firstly, we overviewed the education directions for the children of multi-cultural home. Secondly, we analyzed their education policies in Korea, in terms of the protection of the human rights, the society integration, the prevention of education alienation, and the human resources development and then discussed about the analysis results.
In order to meet this purpose, we adopted the methods of documents analysis, utilizing the documents of many experts, the pre-conducted research materials, policy materials, and various kinds of statistical data.
As the results of analysis of the education policies for the children of multi-cultural home on the three (3) spheres basis, such as the protection of human rights, the society integration, the prevention of education alienation, and the human resources development, we derived some following conclusions.
The policies for human rights protection and society integration should implant the adaptability & the identity in the children of multi-cultural home in the first place and inspire all of us with the community spirit and finally enable to implement the education for increase of understanding about the children of multi-cultural home.
In addition, in order to prevent the education alienation of the children of multi-cultural home we should diagnose & analyze the reason why they are alienated from the education society systematically and set up the right & suitable measures to the reason. On top of that, the measures to the individual students who are derailed from the education track should be within the range of possibility andthe policies, centered on the preschool children & immigrated women should be feasible as well.
In behalf of developing the children of multi-cultural home as the global human resources, we should prepare the policies to admit the culture of minority people in the first place and expand the opportunities so that the minority people can be included in the mainstream society and furthermore accomplish the policies that enable the member of mainstream society to accept the culture & language for the children of multi-cultural home.
In addition, we have to eliminate the structural unfairness & discriminations and prepare the policies, heading for the coexisting life to admit the differences.
We present the following some tasks to be dealt with based on this research in the future.
Firstly, we should provide the systematic & exact information about the multi-culture for the normal students & their parents, by opening the internal programs on campus to protect the human rights and integrate the society for the children of multi-cultural home.
Secondly, in order to prevent the education alienation of the children of multi-cultural home, the social paradigm has to be changed in the first place. In addition, it is quite necessary to be away from the passive support of the private organization and accompany the country-dimensional system & policies, by utilizing diverse programs, such as the reflection of multi-cultural education factors to the education programs, the implementation of training to the teaching staff, and the utilization of peer counselors & mentors to help the children of multi-cultural home.
Thirdly, we need not only the education support for understanding about the Korean language education program or the Korean culture, but the education-supportive research for the Korean husband of international marriage home.
Fourthly, we should collaborate on the policies with a local autonomous entity, society community, university, company, and public as well as the education department or the school, through driving the policies in the overall viewpoint to enlarge its range from the preschool children to the elementary/middle/high school/university students and also from the children of multi-cultural home to all the members of it.
Fifthly, we need to research the consolidated education methods to implement the special & adaptation education, enabling the children of multi-cultural home to learn the Korean language as early as possible.
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