Status and Challenges of Constitutional Rights to Education of Foreigners = Status and Challenges of Constitutional Rights to Education of Foreigners
저자
발행기관
학술지명
권호사항
발행연도
2021
작성언어
-주제어
자료형태
학술저널
수록면
37-76(40쪽)
제공처
As globalization intensifies, the number of foreigners receiving education in Korea is continuously on the rise. The purpose of this article is to examine the extent to which foreigners’ Constitutional rights to education are guaranteed, and to suggest directions that are needed for improvement of current problems. To achieve this purpose, first of all, we reviewed from the perspective of constitutional theory whether foreigners have the subjectivity of Article 31 of the Constitution(II). We also reviewed to what extent foreigners are guaranteed preschool, elementary and secondary education, and domestic adaptation education under the current law(III). Finally, conclusions were drawn from the above discussion(IV).
The discussion of this article is as follows. First, more attention should be paid on this topic. As can be seen from the lack of systematic statistics on this, this study is relatively underdeveloped from a policy and research perspective. Second, it has traditionally been interpreted that Constitutional right to education in Article 31 is recognized as one of the social rights and is not granted to foreigners. However, these days, an interpretation theory has been raised that recognizes this as human rights and grants constitutional rights even to foreigners. I would argue that the liberal element of the Constitutional right to education is a fundamental right that has the nature of human rights, so it is in principle to be granted to foreigners as well. As for the social rights element, it is reasonable to recognize in principle if the foreigner has a strong degree of incorporation into our socio-political community. As a result of demanding equality, the element of equal rights can be recognized by foreigners in principle, if the state has to act passively, but if it is active, I suggest that it should be limited. Third, the current Early Childhood Education Act does not stipulate the possibility of foreigners entering kindergarten, procedures and conditions, and tuition fees. Nevertheless, in the field of early childhood education, foreigners who want to attend school are enrolled by granting the qualification to attend kindergarten without asking whether the stay is legal through active interpretation of the authority. In the light of the political and social integration functions and effects of education, I proposed a more active policy promotion and social consensus. Fourth, the current elementary and secondary education act ensures that their children can receive elementary, junior high, and high school education regardless of the legality of their stay. In addition, the Ministry of Education has implemented several policies to promote this. Considering the Korean Constitution that regulates international pacifism and the UN Convention on the Rights of the Child to which Korea has joined, this is a desirable legislation and policy. However, it is consistent with the purpose of Article 28 of the UN Convention on the Rights of the Child to more clearly define foreign children as subjects of compulsory education. Since this is only a matter of standardizing the existing situation, it was recommended to amend it quickly. Furthermore, it is guaranteed that foreign children of illegal immigrants can receive education without discrimination, but many foreign children of illegal immigrants are known to not receive elementary and junior high school education for fear of being discovered. Therefore, I proposed that the law prohibits the search for illegal immigrants based on the child’s record. Fifth, in accordance with the Multicultural Family Support Act and The Framework Act on the Treatment of Foreigners Residing in the Republic of Korea, various education programs such as language education and social adaptation education for marriage immigrants are being implemented. Considering all the contents and legal system including education, duplication and conflict occur in both laws, so I suggested that special education should be regulated and implemented in one law in the long term to unify the delivery system and make it more efficient. However, the form of a single law, such as the ‘Multicultural Education Support Act’ currently pending in the National Assembly, is evaluated as undesirable, and I insist to establish a basis for the integrated law of both laws or one of them, or to stipulate it in the Elementary and Secondary Education Act and its enforcement decree. Sixth, it is known that the current education of foreign students for their parents is fragmentary and non-professional, so the educational effectiveness is very low. In order to improve this, I recommended that the parent education of foreign students be operated by professional personnel. Finally, I also recommended education for minority understanding for the majority.
(pwjung@knue.ac.kr)
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