Reclaiming Instructional Time for Learning: The Case for a Three-Term School Calendar in Philippine Basic Education examines how school calendar reform can address persistent losses in instructional time and improve learning continuity. As the Philippines transitions to a three-term calendar, this policy note highlights how longer, more coherent instructional periods can reduce fragmentation, support timely assessment and remediation, and strengthen teacher workload management. Drawing on international evidence and regional experience, it emphasizes that improving learning outcomes depends not only on the amount of time allocated, but on how effectively that time is translated into meaningful learning. The note offers practical, evidence-based recommendations to guide policymakers in aligning calendar reform with broader system improvements in curriculum, assessment, and learner support.