COMPUTER LITERACYAND COMPETENCY OFBARANGAY SECRETARIES AND TREASURERS

IN LAGANGILANG, ABRA

JANELYN A. AMBREJOVENTINO T. TRINIDAD JR.

CSIT FACULTY

September 2012

Chapter I

INTRODUCTION

Background of the Study

Albano, et al. (2007) asked why we need computers. According to them, the

answer is clear. In all aspects of daily living – education, work, pleasure, entertainment,

communication, marketing, business, and the like, computer is always present. With the

advent of globalization, technological revolution has taken place. Man has to be computer

literate because that is the demand of the time. If he does not go with the tide, he will be

left behind. Today, there is no doubt that majority of the human beings are computer

literate. There are three measurements to assess the level of computer literacy. The first is

awareness. When you begin to study computers, you will be aware of their importance,

versatility, and pervasiveness in our society. Second is knowledge. You will learn what

computers are and how they function. This requires knowing some technical jargons in

order to understand the computer language. The last is interaction. The best way to

understand computers is to use it directly for some simple applications, like doing

research via the Internet, mailing and chatting electronically.

McKay (2012) stated that in most places of business, a computer is standard. In

the bank they use computers to look up your account information. They use computers in

the auto repair shop to assess one’s car. One can't find books in the library by looking in a

card catalog — a computerized database must be used. Doctors' offices utilize computers

to store patient information. The point is no matter where one can find employment, there

is a good chance a computer will be a basic tool he or she will have to use. It is in one’s

best interests to start off computer literate. It will help one get a job and it will help

one advance in his or her career. Computer literacy does not mean one needs to know

how to use every single piece of software he or she may encounter. It does not mean one

needs to know how to write programs or network computers. He or she just needs to

know some basics — how to save and open a file, how to use a word processing program,

and how to send and receive email — for starters. It means having some sort of level of

comfort around computers rather than a look of fear and a feeling of foreboding.

Book III of the Local Government Code of the Philippines defines the role of the

Barangay that as the basic political unit, it serves as the primary planning and

implementing unit of government policies, plans, programs, projects, and activities in the

community, and as a forum wherein the collective views of the people may be expressed,

crystallized and considered, and where disputes may be amicably settled.

Under Chapter 5 of the Local Government Code, two of the Barangay officials are

appointed by the Punong Barangay – the Barangay Secretary and Treasurer.

Section 394 provides the powers and duties of the Barangay Secretary which shall

(a) Keep custody of all records of the Sangguniang Barangay and the Barangay assembly

meetings; (b) Prepare and keep the minutes of all meetings of the Sangguniang Barangay

and the Barangay assembly; (c) Prepare a list of members of the Barangay assembly, and

have the same posted in conspicuous places within the Barangay; (d) Assist in the

preparation of all necessary forms for the conduct of Barangay elections, initiatives,

referenda or plebiscites, in coordination with the COMELEC; (e) Assist the municipal

civil registrar in the registration of births, deaths, and marriages; (f) Keep an updated

record of all inhabitants of the Barangay containing the following items of information:

name, address, place and date of birth, sex, civil status, citizenship, occupation, and such

other items of information as may be prescribed by law or ordinances; (g) Submit a report

on the actual number of Barangay residents as often as may be required by the

Sangguniang Barangay; and (h) Exercise such other powers and perform such other

duties and functions as may be prescribed by law or ordinance.

Section 395 provides the powers and duties of the Barangay Treasurer which shall

(a) Keep custody of Barangay funds and properties; (b) Collect and issue official receipts

for taxes, fees, contributions, monies, materials, and all other resources accruing to the

Barangay treasury and deposit the same in the account of the Barangay as provided under

Title Five, Book II of the Code; (c) Disburse funds in accordance with the financial

procedures provided in this Code; (d) Submit to the Punong Barangay a statement

covering the actual and estimates of income and expenditures for the preceding and

ensuing calendar years, respectively, subject to the provisions of Title Five, Book II of

the Code; (e) Render a written accounting report of all Barangay funds and property

under his custody at the end of each calendar year, and ensure that such report shall be

made available to the members of the Barangay assembly and other government agencies

concerned; (f) Certify as to the availability of funds whenever necessary; (g) Plan and

attend to the rural postal circuit within his jurisdiction; and (h) Exercise such other

powers and perform such other duties and functions as may be prescribed by law or

ordinance.

In line with the aforementioned demands of computer literacy, the researchers

have initiated this study to assess the computer literacy and competency of two of the

most vital officials in the Barangay.

Assessment of computer literacy needs from the perspective of potential

workforce development is an important part of an educational program working with

adult learners. Warnat (1983) stressed that computers drive today's workplace and

technological literacy is identified as a matter for critical concern in an information

society. Employers, therefore, seek computer literacy in almost everyone they hire.

However, if training is to be provided to adult learners, it is important to consider their

basic learning needs. If the needs of learners are met, they are more likely to stay with the

program; otherwise the likelihood of dropping out from the program is higher (Grant &

Shank, 1993).

The needs assessment process can be used as the basis for developing a training

outline for a learning environment that is responsive to these needs, hence this study is

conceptualized.

Significance of the Study

The result of the study is significant to the following:

Chief Officials and Offices. The result of the study will help identify measures to

provide more effective services to their constituents andwill motivate them to

continuously and dedicatedly perform their powers, duties and functions.

Constituents. The result of the study will help boost the trust and confidence of the

constituents to their Chief Officials that services to them are effectively delivered.

ICT Faculty. The result of the study will inspire them to transfer their knowledge and

skills to the Barangay Secretaries and Treasurers.

Objectives of the Study

This study aimed to assess the computer literacy and competency of the Barangay

Secretaries and Treasurers of Lagangilang, Abra.

Specifically, it ought to:

1. Determine the number of respondents and demographic profile in terms of:

1.1 Number of Barangay Secretaries and Treasurers

1.2 Demographic profile

1.2.aGender

1.2.bAge

1.2.c Designation

1.2.d Barangay

1.2.e Number of years working as a barangay official

1.2.f Highest educational attainment

1.2.g. Length of time (in years) using computers

1.2.h. Type of computers used

1.2.i. Access to a computer

1.2.j. Person who taught the use a computer

1.2.k. Computer literacy rating

1.2.l. Current typing skills rating

2. Determine the level of frequency of using computer applications;

3. Determine the ability of respondents in basic computer operations;

4. Determine the knowledge of the respondents on general areas of computer;

5. Determine the affective factors in the use of computers in the respondents’

barangay; and

6. Determine the ICT resources of barangays in Lagangilang, Abra in terms of:

6.1 Hardware

6.2 Software

6.3 Peopleware

Scope and Delimitation

The study was delimited to the ICT resources of Barangays in Lagangilang, Abra

and computer literacy and competency of Chief Barangay Officials in Lagangilang, Abra,

specifically the Barangay Secretaries and Treasurers. The study adapted a questionnaire

used by Son, Robb, and Charismiadji (2011) in a study of the computer literacy and

competency of 73 in-service Indonesian teachers of English as a Foreign Language

(EFL). This study was conducted during the first semester of school year 2012-2013.

Chapter II

REVIEW OF RELATED LITERATURE

The researchers of this study reviewed a number of related literature and research

studies to have a good background of the present study.

According to Moursund (2012), the concept of "computer literacy" is receiving

much mention today. Computer literacy refers to knowledge of the non-technical and

low-technical aspects of the capabilities and limitations of computers, and of the social,

vocational, and educational implications of computers. While such a definition can

provide a focus for thought and discussion, it still does not pinpoint what is meant by

computer literacy. Among other things it does not provide a measure of computer literacy

nor a method for improving a person's level of computer literacy.

Alvarez (1995) maintains that the age of computer literacy is upon us, with

thousands of computers being bought each day and thousands more already in use they

are quickly becoming a mainstay in our lives. It is even more apparent in the economy

where companies depend on machinery and equipment that is far more advanced than

past equipment. Most companies that wish to succeed in this global economy have to

become computer-literate in one way or another. This computer-literacy entails not so

much the intricate knowledge about how a computer works but rather just the ability to

use it for work related tasks. Whether the firm uses some type of machine that is

controlled by a microprocessor or whether they directly use these computers they do

interact with these machines and must learn to use them. He argues that computers

however small have, and will to a greater extent, become a part of the fundamental

knowledge needed to survive in society.

According to a study by Ndahi and Gupta (2000), computers drive today's

workplace. Employers, therefore, seek computer literacy in almost everyone they hire. In

the workplace 'computer literacy' means ability to operate a computer, knowledge of

keyboarding skills, word-processing and familiarity with some basic software such as

Microsoft Word, Word Perfect, and Excel. The basic idea behind seeking computer

literate employees is to facilitate the training of other workplace-specific software and

programs. Computer literate hires make it easier to train them further. It is analogous to

the basic skill of reading, which enables technical, content area reading for learners. In

today's workplace, the job applicant who lacks computer skills is seriously handicapped,

both in obtaining a job and qualifying for promotion (Martin, Carrier & Hill, 1997).

According to recent projections, only about 22 percent of people currently

entering the labor market possess the technology skills that will be required for 60% of

new jobs in the year 2000 (Zuckerman, 1994). A study conducted by the Wadley-

Donovan Group (September 1999) showed that companies have difficulty finding

employees with the necessary computer skills; basic computer skills are required of over

75% of office personnel; among software applications. Work processing is the most

required and knowledge of database software needs is growing. Employees who work at

least-skilled levels will need some knowledge of operating computers if they are to move

upward in the job-market. Thus, basic technology skills and knowledge are viewed as

necessary employment tools for the workforce.

In a separate study conducted by Gupta and Ndahi (2002), they found out that

about 22 percent of adults currently entering the labor market possess the technology

skills that are required for 60% of new jobs. The paper described the training provided to

tutors and trainers of adult learning centers in Hampton Roads, Virginia. Results showed

that the trainees, prior to the training, had limited access to computer technology and

needed training in incorporating computer technology in the curriculum. After the

training, trainees have shown increased levels of comfort with various software,

including word processing programs, such as MS Word, PowerPoint, Netscape,

Hyperstudio and MS FrontPage.

Chapter III

METHODOLOGY

Respondents

The respondents of this study were the Barangay Secretaries and Treasurers in

Lagangilang, Abra whose term lasts from June 2010 to May 2013.

There were only a few Barangay Secretaries and Treasurers in Lagangilang, Abra

so all of them were taken as respondents. The following table shows the number of

Barangay Secretaries and Treasurers.

Table 1. RespondentsBarangay Officials Secretary Treasurer Total Number of Respondents

Number of Respondents 17 17 34

The respondents came from the 17 barangays of Lagangilang, Abra,

namely:Aguet, Bacooc, Balais, Cayapa, Dalaguisen, Laang, Lagben, Laguiben,

Nagtipulan, Nagtupacan, Paganao, Pawa, Poblacion, Presentar, San Isidro, Tagodtod, and

Tammogong.

Figure 1. Map of Lagangilang, Abra

Procedures

In order to attain the objectives of the study, the researchers forwarded a letter to

the President of the Association of Barangay Captains (ABC) requesting the participation

and list of all Barangay Secretaries and Treasurers appointed by each member of the

ABC (see Appendix A). This was granted in a few days. The 34 participants responded to

a computer literacy questionnaire which consisted of 19 questions. The questionnaire

consisted of five sections: demographic information, use of computer applications, ability

related questions, a knowledge test, and affective factors (see Appendices B and C).A

previously published instrument, used by Son, Robb, and Charismiadji (2011) in a study

of the computer literacy and competency of 73 in-service Indonesian teachers of English

as a Foreign Language (EFL), covered many of the topics that were of interest.

Consequently, permission from Son (the copyright holder) to use and adapt his

questionnaire was sought and granted. A number of adaptions were made. In the

demographic information section, work related questions work related questions such as

position with designation,place of employment with barangay. Subject(s)taught was

removed because it does not apply to the respondents, and highest educational attainment

was added. Similarly, in the use of applicationssection, only references to word

processing, spreadsheet, graphics, multimedia (audio and video) and computer games

were adapted. Other references were removed. To helpensure that the questions were

understood by the respondents, examples were used. For example, when referring to

word processing software, Microsoft Word was given. In the knowledge test, the question

about how much information fits on a CD and a DVD was replaced with a question about

input devices and the question on what kind of program is used to edit a GIF file or a

JPEG file was replaced with a question about which program is used to create a

document. Other questions were removed because these are network- and Internet-related

questions.In the affective factors section, some factors affecting the use of computers in

the classroom were customized to use of computers at work and the last three statements

were removed because these are teaching and learning-related. Finally, thequestionnaire

was translated into Ilocano, the dialect used and understood by a majority of the

respondents.

All the Barangay Secretaries and Treasurers in Lagangilang, Abra were taken as

respondents (see Appendix D).

With the help of the ABC President of Lagangilang, Abra, the researchers reached

out to the respondents and floated the said questionnaires in the vicinity of barangays

within and near Lagangilang town proper. The mobile phone and personal letters sent

through their students were used to reach the respondents who live in farther places.

Parents, close relatives, and their students, as well, were asked information about any

Barangay Secretary and Treasurer of their kin.

Research Design

This study employed descriptive analysis method usinga questionnaire and

documentary checklist to gather the needed information from the Barangay Secretaries

and Treasurers.

Data Gathered

The data gathered include the demographic profile and computer literacy and

competency of the Barangay Secretaries and Treasurers and the profile of ICT resources

of their respective barangays.

Statistical Analysis of Data

The frequency count was used to show the profile of ICT resources of their

respective barangay, number of respondents, their computer literacy and

competencyexcept the last question in the affective factors section. Mean was used to

analyze and interpret the extent to which the respondent agrees or disagrees to the ideas

or statements expressed in the last question in the affective factors section.

BIBLIOGRAPHY

A. Books

Albano, G.M., Canlas, R. &Fabregas, A., et al. (2007).Basic Foundation of Information Technology. Pasig City, Metro Manila: UNLAD Publishing House.

Grant, S., & Shank, C. (1993).Discovering and responding to learner needs: Module for ESL teacher training. Arlington, VA: Arlington County Public Schools. (ED 367 196).

Martin, J., Carrier, A., & Hill, E. (1997).Changing Workplace: Employers Speak. Weldon Cooper Center for Public Service, University of Virginia.

Warnat, W.I. (1983). The challenge: Developing technological literacy in education. Eric Document Reproduction Service. ED234012.

B. Journals

Gupta, A. &Ndahi, H. (2002).Meeting the Digital Literacy Needs of Growing Workforce. The Reading Matrix, Vol. 2, Issue No. 1.

Ndahi, H. & Gupta, A. (2000). Computer Literacy for Workforce Development. The Reading Matrix, Vol. 37, Issue No. 1.

Son, J-B., Robb, T. &Charismiadji. (2011). Computer Literacy and Competency: A Survey of Indonesian Teachers of English as a Foreign Language. CALL-EJ, 12(1), 26-42.

Zuckerman, P. (1994). America's silent revolution. U.S. News and World Report 117, 3:90 (July 18, 1999).

C. Web Sources

McKay, D. (2012). Computer Literacy: An Important Skill. Retrieved September 15, 2012, from http://careerplanning.about.com/od/importantskills/a/comp_literacy.htm

Moursund, D. (2012). What is Computer Literacy? Retrieved September 14, 2012, from http://www.atariarchives.org/bcc2/showpage.php?page=61

Alvarez, F. Jr. (1995).Computer Literacy. Retrieved September 15, 2012, from http://eserver.org/courses/spring95/76-100g/Felix.Contribution.txt.html

D. Other Sources

Wadley-Donovan Group (1999). Workforce Development and Training Systems Audit. Technical report prepared for the city of Harrisonburg and the county of Rockingham, Virginia.

Appendix ALetter to the ABC President

Republic of the PhilippinesABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY

Main Campus, Lagangilang, Abra

July 1, 2012

ELPIDIO COLETABC PresidentLagangilang, Abra

Sir:

Greetings!

The undersigned faculty members of the Abra State Institute of Sciences and

Technology Information and Communications Technology (ICT) Department,

Lagangilang Campus, hereby request from your office the list of Barangay Secretaries

and Treasurers in Lagangilang, Abra. It is needed in acquiring data for their research

study with the title “COMPUTER LITERACY AND COMPETENCY OF BARANGAY

SECRETARIES AND TREASURERS IN LAGANGILANG, ABRA” in the perspective

of a potential computer literacy training extension program by the ICT Department of the

College.

Your kindness is very much appreciated.

Respectfully yours,

(Sgd.) JANELYN A. AMBRE

(Sgd.) JOVENTINO T. TRINIDAD JR.

Appendix BLetter to the Respondents

Republic of the PhilippinesABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY

Main Campus, Lagangilang, Abra

October 8, 2012

Dear Respondents:

Greetings!

The undersigned faculty members of the Abra State Institute of Sciences and

Technology Information and Communications Technology (ICT) Department,

Lagangilang Campus are conducting a research study with the title “COMPUTER

LITERACY AND COMPETENCY OF BARANGAY SECRETARIES AND

TREASURERS IN LAGANGILANG, ABRA” in the perspective of a potential computer

literacy training extension program by the ICT Department of the College. Kindly find

time to answer the attached questionnaire.

Your cooperation is very much appreciated.

Respectfully yours,

(Sgd.) JANELYN A. AMBRE

(Sgd.) JOVENTINO T. TRINIDAD JR.

Appendix CComputer Literacy Questionnaire

Republic of the PhilippinesABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY

Main Campus, Lagangilang, Abra

COMPUTER LITERACY QUESTIONNAIREWe are grateful for your participation and assistance in answering this questionnaire. We would like to know something about your computer experience, knowledge and skills. Your responses will be treated in strict confidence and individual secretaries/treasurers will not be identified in any report or publication. Please answer all questions as accurately as you can.

SECTION I

For each question, please mark your response with a tick (√), unless otherwise indicated. For ‘Other’ responses, provide a brief response.

Q1. Gender

Male Female

Q2. Age (please specify)

years old

Q3. What is your designation? (please specify)

Secretary Treasurer

Q4. Where do you currently work?

Aguet Nagtupacan

Bacooc Paganao

Balais Pawa

Cayapa Poblacion

Dalaguisen Presentar

Laang San Isidro

Lagben Tagodtod

Laguiben Tammogong

Nagtipulan

Q5. How long have you been working as a barangay official?

year(s)

Q6.What is your highest educational attainment?

Elementary

Secondary

College

Master

Q7. How long have you been using computers?

year(s)

Please tick here if you have never used a computer.Then, go directly to Section V.

Q8.What type of computers have you used? Please fill out the following table:

Type of computer Length of time PurposesExample: PC (Windows) 1 year Personal use at home, word processing,

emailExample: Macintosh (OS X) 6 months Creating documents at work, email, Web

search

Q9.Do you currently have regular access to a computer?

Yes (continue at Q9 and then go to Q10)

No (go to Q10)

Q10.Who taught you how to use a computer in the first place?

Trainer/Teacher Colleagues

Family Friends

Books Videos

Yourself Other (please specify)

Q11.How would you rate your own computer literacy?

Poor Adequate

Good Excellent

Q12. How would you rate your current typing skills?

Poor Adequate

Good Excellent

SECTION II

Q13. Please indicate your level of frequency of using each of the followings by putting a tick (√) in the box at the appropriate spot: ‘Almost everyday’, ‘3-4 times per week’, ‘1-2 times per week’, ‘1-2 times per month’, ‘Rarely’ or ‘Never used’. If there is any item you do not know, it can be assumed that you do not have any experience with the item.

Almost every-

day

3-4 times per

week

1-2 times per

week

1-2 times per

month

Rarely Never used/Do

not know

1 Microsoft Word2 Microsoft Excel3 Graphics4 Multimedia

(audio and video)5 Computer games

Q14. How would you rate your computer skills? Please put a tick (√) in the box at the appropriate spot: ‘None’, ‘Basic’, ‘Intermediate’ or ‘Advanced.’

Working with: None Basic Intermediate Advanced1 Microsoft Word2 Microsoft Excel3 Microsoft Access4 Microsoft PowerPoint

SECTION III

Q15. Please respond to each of the following computer-related questions by putting a tick (√) in the box at the appropriate spot: ‘Yes’ or ‘No.’

Yes No1 Do you understand the basic functions of computer hardware

components?2 Do you use keyboard shortcuts?3 Do you use a computer for work purposes?4 Do you find it easy to learn something by reading it from a computer

screen?

Q16. Please respond to each of the following computer-related questions by putting a tick (√) in the box at the appropriate spot: ‘Yes’ or ‘No.’

Yes No1 Can you properly turn on and shut down a computer?2 Can you start and exit a computer program?3 Can you change monitor brightness and contrast?4 Can you minimize, maximize and move windows on the desktop?5 Can you perform file management including deleting and renaming

files, etc.?6 Can you use a ‘search’ command to locate a file?7 Can you install a software program?8 Can you scan disks for viruses?9 Can you move a file from a hard drive to a USB drive?10 Can you write files onto a CD?11 Can you resize a photograph?12 Can you record and edit sounds?13 Can you print a document using a printer?14 Can you create a basic Word document?15 Can you copy, cut and paste text in a document?16 Can you change font style and size in a document?17 Can you create a basic Excel spreadsheet?18 Can you create a simple database using Access?19 Can you create a simple presentation using PowerPoint?

SECTION IV

The following questions cover general areas of computer knowledge. You may not know the answers to all questions, but please attempt to answer them without asking others or referring to books.

Q17. Please choose the best answer for each question and put a tick (√) in the box at the appropriate spot: ‘1’, ‘2’, ‘3’ or ‘4.’

1 2 3 41 What is a folder?

(1) A document on a disk(2) A window on a desktop(3) A shortcut to a file(4) A collection of files grouped together

1 2 3 42 Which one is not an input device?

(1) Mouse(2) Keyboard(3) Scanner(4) Monitor

1 2 3 43 Which of these programs is used to create a document?

(1) Microsoft Word(2) Microsoft Excel(3) Microsoft PowerPoint(4) Microsoft Access

1 2 3 44 What is the main brain of the computer?

(1) CPU(2) LAN(3) RAM(4) ROM

1 2 3 45 Which one is not an output device?

(1) Speaker(2) Keyboard(3) Monitor

(4) PrinterSECTION V

Q18. What do you think are the factors affecting the use of computers in your barangay? Please tick (√) TWO boxes that best apply.

Limited time Limited facilities

Limited access to the Internet Limited knowledge of computers

Lack of computer skills Lack of interest

Lack of barangay support Lack of computer-based materials

Other (please specify)

Q19. Please indicate the extent to which you agree or disagree with the following ideas expressed by putting a tick (√) in the box at the appropriate spot: ‘Strongly agree’, ‘Agree’, ‘Uncertain’, ‘Disagree’ or ‘Strongly disagree.’

Str

ongl

y A

gree

Agr

ee

Unc

erta

in

Dis

agre

e

Str

ongl

y D

isag

ree

1 I enjoy using computers.2 I feel comfortable using computers.3 I am willing to learn more about computers.4 I think that computers are difficult to use.5 I feel threatened when others talk about

computers.6 I believe that it is important for me to learn

how to use computers.7 I would like to use computers at work.8 I think that my work can be improved by

using computers.

Thank you for completing this questionnaire!

Appendix DDocumentary Checklist on the Profile of ICT Resources

Republic of the PhilippinesABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY

Main Campus, Lagangilang, Abra

DOCUMENTARY CHECKLIST ON THE PROFILE OF ICT RESOURCES

Personal Information

Name (optional): _________________________________________________________ Barangay: _______________________________________________________________Office/Designation: _______________________________________________________

Profile of ICT Resources

Please tick the appropriate box in each item.

A. Hardware Present Not Present

1. Computing devices by

1.1. Desktop PC

1.2. Printer

1.3. External hard drives

1.4. Other storage media

B. Software

2. Office automation software in terms of:

2.1. Software/Application package (e.g., MS

Office, Open Office, Word Perfect)

C. Peopleware

1. Administrator

2. Data Encoder

Appendix EList of Barangay Secretaries and Treasurers in Lagangilang, Abra

Barangay Secretary Treasurer1. Aguet2. Bacooc3. Balais4. Cayapa5. Dalaguisen6. Laang7. Lagben8. Laguiben9. Nagtipulan10. Nagtupacan11. Paganao12. Pawa13. Poblacion14. Presentar15. San Isidro16. Tagodtod17. Tammogong

Appendix FREPUBLIC ACT 7160

LOCAL GOVERNMENT CODE OF 1991

BOOK IIITITLE ONE – THE BARANGAY

CHAPTER 5 – APPOINTIVE BARANGAY OFFICIALS

Sec. 394. Barangay Secretary: Appointment, Qualifications, Powers and Duties. - The Barangay secretary shall be appointed by the Punong Barangay with the

concurrence of the majority of all the Sangguniang Barangay members. The appointment of the Barangay secretary shall not be subject to attestation by the Civil Service Commission.

The Barangay secretary shall be of legal age, a qualified voter and an actual resident of the Barangay concerned.

No person shall be appointed Barangay secretary if he is a Sangguniang Barangay member, a government employee, or a relative of the Punong Barangay within the fourth civil degree of consanguinity or affinity.

The barangay secretary shall:

o Keep custody of all records of the Sangguniang Barangay and the Barangay assembly meetings;

o Prepare and keep the minutes of all meetings of the Sangguniang Barangay and the Barangay assembly;

o Prepare a list of members of the Barangay assembly, and have the same posted in conspicuous places within the Barangay;

o Assist in the preparation of all necessary forms for the conduct of Barangay elections, initiatives, referenda or plebiscites, in coordination with the COMELEC;

o Assist the municipal civil registrar in the registration of births, deaths, and marriages;

o Keep an updated record of all inhabitants of the Barangay containing the following items of information: name, address, place and date of birth, sex, civil status, citizenship, occupation, and such other items of information as may be prescribed by law or ordinances;

o Submit a report on the actual number of Barangay residents as often as may be required by the Sangguniang Barangay; and

o Exercise such other powers and perform such other duties and functions as may be prescribed by law or ordinance.

Sec. 395. Barangay Treasurer: Appointment, Qualifications, Powers and Duties. -a. The Barangay treasurer shall be appointed by the Punong Barangay with the

concurrence of the majority of all the Sangguniang Barangay members. The appointment of the Barangay treasurer shall not be subject to attestation by the Civil Service Commission.

b. The Barangay treasurer shall be of legal age, a qualified voter, and an actual resident of the Barangay concerned.

c. No person shall be appointed Barangay treasurer if he is a Sangguniang Barangay member, a government employee, or a relative of the Punong Barangay within the fourth civil degree of consanguinity or affinity.

d. The Barangay treasurer shall be bonded in accordance with existing laws in an amount to be determined by the Sangguniang Barangay but not exceeding Ten thousand pesos (P=10,000.00), premiums for which shall be paid by the Barangay.

e. The barangay treasurer shall:

1. Keep custody of Barangay funds and properties;

2. Collect and issue official receipts for taxes, fees, contributions, monies, materials, and all other resources accruing to the Barangay treasury and deposit the same in the account of the Barangay as provided under Title Five, Book II of this Code;

3. Disburse funds in accordance with the financial procedures provided in this Code;

4. Submit to the Punong Barangay a statement covering the actual and estimates of income and expenditures for the preceding and ensuing calendar years, respectively, subject to the provisions of Title Five, Book II of this Code;

5. Render a written accounting report of all Barangay funds and property under his custody at the end of each calendar year, and ensure that such report shall be made available to the members of the Barangay assembly and other government agencies concerned;

6. Certify as to the availability of funds whenever necessary;

7. Plan and attend to the rural postal circuit within his jurisdiction; and

8. Exercise such other powers and perform such other duties and functions as may be prescribed by law or ordinance.

Sec. 396. Other Appointive Officials. - The qualifications, duties, and functions of all other Barangay officials appointed by the Punong Barangay shall be governed by the provisions of this Code and other laws or by Barangay ordinances.

Appendix GCOMPUTER LITERACY SKILLS

A Companion to the Maryland Technology Literacy Standards for Students

Computer Use Basic Skills

Log on and off the computer Power on and off the computer Open and close applications Open, save and close files Print documents Identify parts of a computer

o Computer (CPU)o Monitoro Mouse/Trackpado Keyboardo CD/DVD Driveo Printero Headphoneso Microphoneo Speakers

Use input device (e.g., mouse)o Pointo Select/Click or Double clicko Click/Select and holdo Drag and drop

Move cursor Type/Enter letters and numbers Recognize and use icons to perform computer and software functions Use special function keys

o Deleteo Shifto Arrow keyso Spaceo Return/Entero Escapeo Backspaceo Multi-key functions (Ctrl/Alt/Delete)o Caps Lock

Use/Adjust volume controls Insert and eject media input devices (CD/DVD)

Using and Creating Spreadsheets Skills

Basic Intermediate Select a cell Enter data into a cell Format cells and data

o Font sizeo Styleo Coloro Alignmento Decimal placeso Currencyo Date/Timeo Percent

Create a basic chart or graph

Select multiple cells Insert, delete, and format cells, rows,

or columns Format, move, and copy cells, rows,

or columnso Widtho Heighto Color

Use sort option (ascending and descending)

Use simple formulas such as sum and average/mean

Using Word Processing Skills

Basic Intermediate Start a new document Save a document Use icons and menus Type or enter text Select text and change

o Font sizeo Font typeo Style or effects (bold, underline,

etc.)o Color

Cut, copy, and paste text Use undo and redo icons Create a new file using Save As Use page setup and print preview Print

Format text, lists, or paragraphs foro Double spacingo Bulletso Numbered listso Alignmento Indentiono Outliningo Columns

Create columns and tables