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There are time period assigned to your group. You need to add relevant information (specific textual evidence) about each date given in the timeline, e.g. the features of curriculum, the agencies involved, issues on education. You may also include pictures to enhance the visual component of the timeline. You'll be assessed on depth of response and use of textual evidence.
Note: boxes is not limited to 2 only. Use more boxes as needed in your timeline

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A national survey of education by the Presidential Commission to Survey Philippine Education (PCSPE) was conducted in 1970 resulting in the formulation of the first 10-year Education Development Plan in 1972

The results of the 1970 study of the PCSPE and the blueprint of the 1972 National Education Development Plan were translated into education policies and structural reform

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National College Entrance Examination (1972)

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National College Entrance Examination (1972)

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○In 1972, the National College Entrance Examination, a national school-leaving examination, was introduced. This was directed originally at addressing the rising problem of an excess of college and university graduates and the imbalance between labor market needs and the training of graduates.

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The 1973 Constitution sets out 3 fundamentals aims of education

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The 1973 Constitution sets out 3 fundamentals aims of education

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• To foster patriotism
• To teach the duties of Filipinos and obligations to fulfill
• To develop moral character and self-discipline

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The Bilingual Education Policy suggested that in order to develop a bilingual nation competent in the use of English and Pilipino. Bilingualism in the schools was defined operationally as the separate use of English and Pilipino as media of instruction in certain subject areas from Grade I to 4th year High School. The subject areas were divided into Filipino Domain or Filipino Block and English Domain or English Block.

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Former President Marcos envisioned to change the Philippines to a "New Society" or "Bagong Lipunan" in which every Filipinos can live without oppression. In such society where there is no Filipinos will live in poverty, hunger and violence but a safety place for everyone. Former President Marcos wants to end corruption and promote unity, peace and justice for the whole nation.

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Marcos made the case for the revival of technical-vocational education by highlighting the mismatch
between the output of the education system and the manpower needs of the economy. He also highlighted the fact that economic development was lagging behind educational development,
which was inimical to a developing country like the Philippines,

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The Educational Development Decree authorized the undertaking of educational development projects and sought of the maximum contribution of the educational system to the attainment of the following national development goals during that period.

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The educational development projects under the Educational Development Decree were as follows:

(a) Management study of the Department of Education and Culture and institution of administrative improvements therein;

(b) Establishment and/or operation or improvement of secondary schools which may include provision for extension services, facilities and equipment to allow the use of expanded and improved curriculum;

(c) Establishment and/or operation, upgrading or improvement of technical institutes, skills training centers, and other non-formal training programs and projects for the out-of-school youth and the unemployed in collaboration with the programs of the National Manpower and Youth Council;

(d) Curriculum and staff development including mathematics and science teaching;

(e) Expansion of agricultural secondary and higher education programs and extension activities which may include radio broadcasting and rural training services, and the provision of facilities therefor including seed capital and revolving funds;

(f) Design, utilization and improvement of instructional technology and development/production of textbooks and other instructional materials; and

(g) Assistance and incentives, including loans and grants, toward the planned development and improvement of programs and facilities in both public and private universities, colleges and schools.

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The Amended 1973 Constitution Article XV Sec. 8

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The Amended 1973 Constitution Article XV Sec. 8

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Educational institutions must be under supervision of the State. Higher learning institutions must enjoy academic freedom. Schools must aim love of country, duties of citizenship, moral character development, personal discipline and scientific, technological and, vocational efficiency.

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Marcos established the Education Development Projects Implementation Task Force (EDPITAF) in 1972, directly under the Office of the President, by Presidential Decree 6-A.

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Program for Decentralized Education (1983-1984)

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Program for Decentralized Education (1983-1984)

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The Department of Education, Culture and Sports (DECS) launched the Program for Decentralized Education (PRODED) for elementary education to modify the curriculum and put emphasis on science, technology, math, reading and writing.

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Batas Pambansa Blg. 232 (The Education Act of 1982)

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Batas Pambansa Blg. 232 (The Education Act of 1982)

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BP 232 was executed to promote and maintain "quality education" through accreditation for all schools to upgrade their standards.

This was an act providing for the maintenance of an integrated system of education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal system in public and private schools in all levels of the entire educational system.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society;

2. Establish and maintain s system of free public education in the elementary and high school levels. Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all children of school age;

3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged;

4. Encourage non- formal, informal and indigenous learning system, as well as self- learning independent and out-of-school study programs particularly those that respond to community needs; and

5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and skills

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education as well as the benefits of education by all its citizens.