The purpose of this study is to analyze and diagnose policy tasks in the education sector using a multi-dimensional policy model among the ‘basic plans for the gender equality policy’. It is necessary to check what efforts the Ministry of Education and others have made to realize the policy task of enhancing gender equality in education field concerning the recent spread of the ‘Me too movement’ across society. In particular, as gender equality education deals with gender equality, the situation should be analyzed from a specific and diverse standpoint whether policies are implemented effectively in accordance with their original purpose. Through the distorted social phenomena that appear in relation to performance, we should carefully consider the direction in which the gender equality policy should be pursued in the future. In this study, the multi-dimensional policy model of Cooper, Fusarelli and Randall (2004) was performed in terms of the normative, structural, constituent, and technical dimension. At the normative dimension, the two sides were analyzed to enhance the sense of gender equality and to enhance awareness of gender equality. In terms of structural dimension, there were Ministry of Education, the municipal and provincial education offices and schools. In addition, constituentive dimension was used to analyze public officers, teachers, students and parents. In the technical dimension, curriculum, teacher training, educational evaluation, and higher education were analyzed.