Analysis of Changes in Educational Support Policies for Migrant-background Students: A Comparative Study of the Central Government and Gyeonggi Provincial Office of Education

This study examines the policy shift from ‘multicultural education’ to ‘educational support for migrant-background students’ by analyzing policy changes of the Ministry of Education (MOE) and the Gyeonggi Provincial Office of Education (GPOE) through the CIPP model (context, input, process, product). Focusing on the institutionalization processes since 2006, it highlights shifts after 2020. The MOE expanded the categories and target groups of migrant-background students and reinforced an inclusive education system, while the GPOE emphasized field-based support and community collaboration. The analysis identified commonalities and differences in policy inclusiveness, diversification of actors, bilingual education, and stage-based programs. The findings show that the move from ‘multicultural’ to ‘migrant background’ represents not just a terminological change but a structural transformation involving broader policy targets, revised goals, and restructured implementation systems. The study offers policy implications for enhancing inclusivity and ensuring the sustainability of support policies for migrant-background students.