Abstract
The purpose of this paper is to overview the multicultural education law of South Korea in general and examine the life-long education of the “Gum-ho life-long education Center”. It also covers a case study “Gum-ho life-long Education Center” in Korea, to analyze their own multicultural education programs for people leading to multicultural families and foreign.
Recently, global community encourages pluralism by reflecting on cultural conflict that is different the from taking in rapid changes of multiculturalism. A variety of multicultural education is proposed the in and around educational systems. Students must thus develop knowledge on the right comprehension of other cultures through multicultural education and cope with the difficulties of identity confusion. Some equality of opportunity of education can the break through social prejudice and linguistic and cultural differences.
Therefore, the purpose of this study is to analyze the practical conditions of community support for the harmonious life of multi-cultural students with other pupils. Furthermore, the purpose is to present an efficient plan for social integration and collect understanding about multicultural family children's multicultural education to solve various differences.
They have some serious problems to the life and learning at school. But it is hard to find any curriculum based program, extracurricular program, or systematic assistant program which helps them to study and adapt in life-long education. The country has to try to harmonize the new emerging multicultural community with a Korean majority, to make them understand each other, and to support them to live as equal members of Korean society, which is changing to multicultural society. Multicultural education includes respecting the nature of cultural differences and similarities; and, understanding intercultural differences as well as individuals' many differences. Through multicultural education, it is necessary for Koreans to be develop as citizens who are able to respect all different cultures and human races.
Finally, based on the former examination, this article will discuss current issues of non-Korean multicultural children's identity, educational support, and positive educational policy in the field of Life-long education.
