Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 3, August 2017 __________________________________________________________________________________________________________________ 95 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Academic Profile of Bachelor of Technical Teacher Education Ladder I Students as Basis for an Intervention Program Arly B. Balingbing College of Education, Arts and Sciences, Camarines Sur Polytechnic Colleges, Nabua, Camarines Sur, Philippines arlybaligbing@yahoo.com Date Received: March 1, 2017; Date Revised: August 18, 2017 Asia Pacific Journal of Multidisciplinary Research Vol. 5 No.3, 95-101 August 2017 Part II P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com Abstract- This study aimed to determine: the academic profile of Bachelor of Technical Teacher Education (BTTE) Ladder 1 students in terms of entrance examination, GWM in GEC subjects and TESDA Competency Assessment; their strengths and weaknesses along TESDA Assessment; the significant relationship between Entrance Examination & GWA, GWA & TESDA Competency and Entrance Examination & TESDA Competency, the significant interrelationship among the three variables; and the program or intervention which could be proposed to improve their academic performance. Data were gathered from one hundred fifty eight (158) BTTE Ladder 1 graduates of SY 2014-2016 through a questionnaire and documentary analysis and were statistically treated using percentage, weighted mean, Spearman’s rho and multiple coefficients. The researcher concluded that BTTE Ladder 1 students are competent as assessed by TESDA despite being low in entrance examination. Their weaknesses lie along communication and comprehension but they prove to be capable also on the condition that Filipino language is used and questions are repeated or rephrased. They also lack exposure to the tools and equipment used their field. Their strength is evident in performing the task but not in explaining the process. Both the Entrance Examination & GWA, GWM & TESDA Competency and Entrance Exam & TESDA Competency are significantly interrelated. Keywords: assessment, entrance examination, TESDA competency INTRODUCTION The Camarines Sur Polytechnic Colleges (CSPC) in the Philippines envisions itself as the regional center of excellence in polytechnic education. Its mission is to take the lead in providing highly technical and quality professional education through ladderized curricula in fisheries, trades and technology, arts and sciences; generating technology and undertaking sustainable community development in accord with the College Mandate, thrust and directions of higher education, and national development goals. Specifically, the College is strongly committed to: provide quality instruction, learning environment and other support services to produce graduates who are morally upright, service-oriented, technology & professionally competitive and innovative; initiate research and development to generate new scientific knowledge and advanced technology through appropriate utilization, and conversation of natural resources for sustainable development; establish an effective and efficient management of production and income generating projects for self-sufficiency; and undertake responsive and relevant extension and community development services [1]. Based from its Vision, Mission, Goals and Objectives (VMGO), CSPC clearly defines that it should produce graduates who are equipped of the knowledge, skills and competencies needed by the community for development. The year 2015 marked the integration of all members of Southeast Asian member countries collectively known as ASEAN 2015 [2]. One of the purposes of these is to collaborate and exchange goods, human resources and the likes among members of the Region without hassle. With this development, CSPC should be prepared and aligned all its curricular programs to be at par with other higher educational institutions in ASEAN. CSPC is International Standardization Organization (ISO 9001:2008) certified since 2013. This year, the College is proclaimed by the Philippine Regulatory Commission as the Top Performing College in Midwifery Program in the Philippines.