Meaning Analysis of Multicultural Education Support Plan (2021–2023)

Abstract

This study examines the meaning and direction of policies by focusing on the Multicultural Education Support Plan implemented from 2021 to 2023, and explores future developmental directions for multicultural education. To achieve this, we reviewed policy documents from the Ministry of Education and related ministries, analyzed previous research and statistical data, and tracked changes by comparing them with earlier initiatives (2006–2008). Our analysis revealed that recent multicultural education policies are shifting from welfare-oriented support for multicultural students toward comprehensive and universal education for all students. These policies also seek to bridge educational gaps and enhance cultural sensitivity through various initiatives, including support for entry into public education, customized language instruction, school adjustment programs, and teacher training. However, we identified several challenges: regional disparities, an overreliance on quantitative evaluations, limited access for young children and parents, and a lack of user-centered perspectives. In response, this study proposes policy alternatives such as redefining multicultural education, strengthening community-based governance, establishing a mixed qualitative–quantitative evaluation system, providing age-specific customized education, and building inter-ministerial cooperation systems. This study makes a significant contribution by systematically tracing the historical development and practical directions of multicultural education policies and by providing basic data for future policy design and academic research.