이주배경 학생 지원 조례의 현황 및 과제

This study examines the multicultural education ordinances enacted by the 17 metropolitan and provincial offices of education in Korea, focusing on their legal and institutional alignment with Article 28-2 of the Elementary and Secondary Education Act, revised in 2024. Using an analytical framework grounded in constitutional principles of equality, the educational philosophy stipulated in the Framework Act on Education, statutory obligations under the newly revised Act, and the principles of local educational autonomy, the study analyzes key components of the ordinances, including their statements of purpose and definitions, provisions on fact-finding surveys, basic plans, support systems, teacher training, and governance. The analysis reveals several structural limitations: insufficient reflection of the revised Act, absence of systematic fact-finding provisions, inadequate consideration of regional characteristics, and a lack of participatory governance involving students with migration backgrounds. Based on these findings, the study proposes improving the ordinances by revising their titles, strengthening linkages to upper-level laws, systematizing fact-finding and planning mechanisms, and incorporating intercultural understanding education and teacher competency enhancement. This study provides foundational insights for establishing an effective legal framework to guarantee equal educational opportunities for students with migration backgrounds at the local level.