COMPUTER LITERACYAND COMPETENCY OF

BARANGAY SECRETARIES AND TREASURERS

IN LAGANGILANG, ABRA








JANELYN A. AMBRE
JOVENTINO 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 ones 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 ones
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. Respondents
Barangay 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 A
Letter to the ABC President

Republic of the Philippines
ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY
Main Campus, Lagangilang, Abra

July 1, 2012

ELPIDIO COLET
ABC President
Lagangilang, 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 B
Letter to the Respondents

Republic of the Philippines
ABRA 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 C
Computer Literacy Questionnaire

Republic of the Philippines
ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY
Main Campus, Lagangilang, Abra

COMPUTER LITERACY QUESTIONNAIRE
We 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 Purposes
Example: PC (Windows) 1 year Personal use at home, word processing,
email
Example: 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 Word
2 Microsoft Excel
3 Graphics
4 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 Advanced
1 Microsoft Word
2 Microsoft Excel
3 Microsoft Access
4 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 No
1 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 No
1 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 4
1 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 4
2 Which one is not an input device?

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

1 2 3 4
3 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 4
4 What is the main brain of the computer?

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

1 2 3 4
5 Which one is not an output device?

(1) Speaker
(2) Keyboard
(3) Monitor
(4) Printer
SECTION 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.


S
t
r
o
n
g
l
y

A
g
r
e
e

A
g
r
e
e

U
n
c
e
r
t
a
i
n

D
i
s
a
g
r
e
e

S
t
r
o
n
g
l
y

D
i
s
a
g
r
e
e

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 D
Documentary Checklist on the Profile of ICT Resources

Republic of the Philippines
ABRA 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 E
List of Barangay Secretaries and Treasurers in Lagangilang, Abra

Barangay Secretary Treasurer
1. Aguet
2. Bacooc
3. Balais
4. Cayapa
5. Dalaguisen
6. Laang
7. Lagben
8. Laguiben
9. Nagtipulan
10. Nagtupacan
11. Paganao
12. Pawa
13. Poblacion
14. Presentar
15. San Isidro
16. Tagodtod
17. Tammogong


Appendix F
REPUBLIC ACT 7160
LOCAL GOVERNMENT CODE OF 1991

BOOK III
TITLE 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 G
COMPUTER 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 Monitor
o Mouse/Trackpad
o Keyboard
o CD/DVD Drive
o Printer
o Headphones
o Microphone
o Speakers
Use input device (e.g., mouse)
o Point
o Select/Click or Double click
o Click/Select and hold
o 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 Delete
o Shift
o Arrow keys
o Space
o Return/Enter
o Escape
o Backspace
o 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 size
o Style
o Color
o Alignment
o Decimal places
o Currency
o Date/Time
o 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 columns
o Width
o Height
o 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 size
o Font type
o 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 for
o Double spacing
o Bullets
o Numbered lists
o Alignment
o Indention
o Outlining
o Columns
Create columns and tables