This paper put an emphasis on comparative research for the new educational direction toward multi-cultural education in Korea, being based on field survey to the UK inclusive education and depth interviews with immigrant women and local educators working for them. The assumption of this paper is that Korea is in transition from the mono-cultural society to the multi-cultural community and thus educational policy should focus on ‘from exclusion to inclusion’. Confronting 800,000 migrants(about 2% in population), Korean educational policy still insist assimilation agenda in education in the name of multi-cultural education so that it might be altered into the inclusive multi-cultural education alongside the global trend. Inclusive education is defined integral education for empowering the minorities in societies, not only accepting them into the mainstream but respecting their differences such as in UK. Inclusive education inaugurates integrate education movement for the disabled, however in the current situation its meaning has been broadened towards emancipation and equity for all. From the point of view of inclusive education, multi-cultural eduction in Korea is to develop its agenda towards communitybased lifelong education, human rights education beyond separate class for them, and global citizenship education. Thus existing multi-cultural education programs in Korea will be reconstructed and reconsidered, and textbooks and in-service teacher training be scrutinized from the inclusive education philosophy. Key words: multi-cultural education, inclusive education, global citizenship education