Computer Literacy Research Final

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 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 WadleyDonovan 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 Number of Respondents

Secretary 17

Treasurer 17

Total Number of Respondents 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 Example: PC (Windows)

Length of time 1 year

Example: Macintosh (OS X)

6 months

Purposes Personal use at home, word processing, email 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 everyday 1 2 3 4 5

3-4 times per week

1-2 times per week

1-2 times per month

Rarely

Never used/Do not know

Microsoft Word Microsoft Excel Graphics Multimedia (audio and video) 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.‘

1 2 3 4

Working with: Microsoft Word Microsoft Excel Microsoft Access Microsoft PowerPoint

None

Basic

Intermediate

Advanced

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 1 2 3 4

No

Do you understand the basic functions of computer hardware components? Do you use keyboard shortcuts? Do you use a computer for work purposes? 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 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Can you properly turn on and shut down a computer? Can you start and exit a computer program? Can you change monitor brightness and contrast? Can you minimize, maximize and move windows on the desktop? Can you perform file management including deleting and renaming files, etc.? Can you use a ‗search‘ command to locate a file? Can you install a software program? Can you scan disks for viruses? Can you move a file from a hard drive to a USB drive? Can you write files onto a CD? Can you resize a photograph? Can you record and edit sounds? Can you print a document using a printer? Can you create a basic Word document? Can you copy, cut and paste text in a document? Can you change font style and size in a document? Can you create a basic Excel spreadsheet? Can you create a simple database using Access? Can you create a simple presentation using PowerPoint?

No

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

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

A document on a disk A window on a desktop A shortcut to a file A collection of files grouped together

Mouse Keyboard Scanner Monitor

Microsoft Word Microsoft Excel Microsoft PowerPoint Microsoft Access

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

5

4

Which of these programs is used to create a document? (1) (2) (3) (4)

4

3

Which one is not an input device? (1) (2) (3) (4)

3

2

What is a folder? (1) (2) (3) (4)

2

1

CPU LAN RAM ROM

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

Speaker Keyboard Monitor 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)

1 2 3 4 5 6 7 8

I enjoy using computers. I feel comfortable using computers. I am willing to learn more about computers. I think that computers are difficult to use. I feel threatened when others talk about computers. I believe that it is important for me to learn how to use computers. I would like to use computers at work. I think that my work can be improved by using computers.

Thank you for completing this questionnaire!

Strongly Disagree

Disagree

Uncertain

Agree

Strongly Agree

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.‘

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 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

Present

Not Present

Appendix E List of Barangay Secretaries and Treasurers in Lagangilang, Abra Barangay 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

Secretary

Treasurer

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 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

  

 

Intermediate 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     

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Basic 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

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Intermediate 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