The effect of pandemic goes beyond inadequacy of acquisition of competency especially in modular distance learning, to non-attendance to school and non-enrolment in school. With the release of DepEd Order No. 34 series of 2022, the start of 5-day classes in all public schools nationwide has become a way of inviting learners who failed to enroll last school year because of non-readiness for distance learning become heightened. With this return of face-to-face interaction, recreation activity for kids last vacation before the start of school year 2022-2023 has become one way of increasing learners' interest in social interaction. Lumban Central Elementary School took the opportunity to encourage the participation of intermediate learners, especially those who were out-of-school last year, in a badminton training organized by Lumban Badminton Club. This study focused on narrating the journey of the learners who joined a specific type of recreational activity (badminton training) and their interest in coming back to school. The reason for the establishment of the sports club was detailed in this paper, the three-week program provided to them from orientation to graduation, and the impact of the recreation activity to the learners as evidenced by their enrolment this school year and their continuing study at present. This qualitative, narrative research highlights the importance of recreational activities like sports in heightening the desire of children to socialize, and that includes participation in academic activities which will boost their confidence to achieve something in life. A program of instituting recreational activity for learners with their family was laid down in this study, as the school can implement family day in school compound or in the community this school year or in the coming years as the pandemic totally subsides. Day-to-day teaching episodes is also suggested as continuous improvement project. Recommendation to teachers, school heads, parents and community, high officials and future researchers were laid down at the end of the study.

Ever since the promulgation of the Enhanced Basic Education Act (R.A. 10533), the curriculum in Philippine setting has always been emphasizing the localization and contextualization of teaching (Section 5.d.). Lots of studies have been done to realize this mandate into different localities but none yet in DepEd Nagcarlan. This study focused on laying down the foundation for localized and contextualized teaching in Nagcarlan, Laguna, Philippines. Seven master teachers responded to the call of being the participants for this qualitative research. Nagcarlan profiles were inquired of them, plus the localization and contextualization strategy that can be implemented based on the five main aspects (Filipino values, sources of income and business establishment, tradition and beliefs, products and specialties, and current issues and other pertinent data). Seven themes turned into foundations were developed: (1) Nagcarlan values family, eternal debt of gratitude, social acceptance, social mobility, benefactor-hero complex and closeness to God; (2) Farming, commodity stores, bakeries, resorts, restaurants, nature tours and transportation services are the primary sources of income; (3) Beliefs and traditions hold Nagcarle os together as history unfolds, festivities continue to be celebrated, and virtues are handed down to present generation; (4) Highlands produce crops and vegetables while lowlands produce bakes, pastries and candies; (5) Nagcarlan, having a growing economy has positive reports in demographics and poverty index, but unavoidably has problems to watch for as part of advancement; (6) Localization in teaching can be realized by replacing distant materials or concepts to the ones available in the immediate environment; and (7) Contextualization in teaching can be realized by designing activities that meets the needed requirement of the curriculum while using the issues, needs and concerns of the Nagcarle os. Recommendations to teachers, school heads, higher officials, and future researchers were laid down at the end of the study.

The institutionalization of the Alternative Learning System in basic education in the Philippines (Republic Act 11510) last December 2020 paved the way for the out-of-school youth, adults, unreached, undeserved, conflict-affected communities, and communities in emergency situations to avail of systematic and flexible basic education program. The Department of Education in Nagcarlan is one of districts in Laguna, Philippines who is very passionate about this program, and through years of implementation, there were those who have even succeeded up to college graduation. This study focused on tracing those graduates and learning from them the struggles or obstacles they overcame going to college success. Six former ALS passers who obtained baccalaureate degree agreed to participate in this qualitative study. Through online survey containing five qualitative questions with follow-up inquiries through social media, the investigation of their path to success was documented. Responses were analyzed by developing themes from the patterns in their responses. The five major findings are as follows: (1) Education is a way of lifting one's status in life as a person mature in age, achieve dreams, and raise a family; (2) Time management is the best way to grip one's responsibilities in terms of having a family, work and household chores; (3) Lack of opportunities, worries, fulfilling a dream of finishing secondary school and being a different person are the perspective of ALS students; (4) College study poses to ALS passers a survival-of-the-fittest in education as insecurities, struggles, fear and pressure are present to stop them, but with the help of others and self-determination, they are able to conquer all those obstacles; and (5) Despite having difficulty in time management, financial instability, and adjustment to new lessons, ALS passers chose to be inspired, work hard, be patient and diligent for them to overcome obstacles. Recommendations were laid down for out-of-school-youths, adults, families, Department of Education officials and future researchers at the end of the study.