Digital skills are essential, therefore, there is a need to understand the existing eco-system and to conduct a meaningful training skills assessment and analysis in line with identified GovStack practices.
The three lower levels of Bloom's Taxonomy (Iowa State University n.d.) provide a clear understanding of the assessment criteria for knowledge, comprehension, and application.
Before embarking on the capacity/skills assessments journey, there are two important aspects to take into consideration:
1. Which stage of digital transformation the country in question is at.
2. Which group of people will have their ‘digital’ skills assessed and what are their respective roles in the digital transformation journey.
As part of the preparations for the country implementation journey, it is essential for GovStack, to define the steps below:
The targeted group to be assessed
The assessment methodology
The evaluation process/ criteria
The different stages of the implementation journey and the respective skills needed at each stage.
When evaluating a country's level of knowledge and readiness, the following key roles have been identified, and have to be evaluated:
Technical teams:
Agile S/W development approaches
Cloud hosting
Security
Technical support (Help desks and Call centers)
Open-Source usage
Administrative functions:
Service definition and cataloguing
Developing MOU’s for inter agencies cooperation
Change management
Process simplification
Legislations changing to accommodate digital services
Policy and decision makers:
Strategies setting
Monitoring and evaluation
Roadmaps for services implementations
Prioritization
Interoperability
Shared services
To ensure that there is a solid foundation for informed decision-making and guide strategic planning for capacity building, GovStack uses a rapid assessment tool to facilitate an initial assessment in early stages.
Goal of this tool is to ensure that the digital development training plan aligns with the unique status, requirements and challenges of the government and its ICT practitioners.
This Rapid Assessment Tool is intended to be used as a protocol for focus group discussion with the selected civil servants (ICT Practitioners) from Government Ministries and/Agencies to collect initial data alongside the country kick-off mission or preliminary engagement with country focal points in order develop a digital development training plan for the government ICT practitioners.
As one of the Capacity Building assessment tools, GovStack uses RFI 4 in order to nail our approach.
Goals/Objectives for RFI 4
Define the recipients and their skills development needs
Design the appropriate content based on the existing level of knowledge
Finally, it is important to develop a report showing the needs and the skills to be addressed in the country engagement journey
Inventory of the staff and technology is also an important part of GovStack's capacity building activities. As a starting point, we have identified various ecosystems and assessment frameworks to help us build a skill matrix.
What is the GovStack Skill Matrix
The skill matrix shows the digital skill in question along with its level of proficiency for each stakeholder and is used to determine capacity-building needs, the topics that should be addressed, and the target group.
The following link leads to an ITU’s publication on digital skills assessment, describing important issues such as methodology, evaluation, and future steps: (ITU, 2020)
The link below shows USAID's approach to evaluate the digital ecosystem: USAID approach
The link below shows the World Bank’s toolkit to assess digital skills: World Bank’s toolkit
Before embarking on the implementation journey, it is important to assess the capability and capacity needs of the identified GovStack profiles. This will enable the stakeholders to be matched with the requisite trainings and skills to enable implementation of GovStack's digitalization and Building Block approach.
The table below provides a comprehensive overview of the training resources for various stakeholders, the necessary skill sets, and necessary trainings that have been developed by various organizations.
Apart from this information there is a plethora of documentation on the reference applications and implementation best practices available on https://docs.digit.org/ for SI partners to reference.
Any issues that they may come across can be posted on the support community.
Course
Description
Intended Persona
The “GovTech: Fundamentals and Key Concepts” e-Learning course (GovTech 101) introduces the GovTech concepts, focus areas, solutions, and good practices to support digital transformation reforms of governments around the world. The GovTech 101 self-paced course consists of four modules:
• (GovStack LMS module 1)The first module, “GovTech: The Latest Generation in Public Sector Reforms,” presents the definition of GovTech, the evolution of digital government, and GovTech approaches, and introduces the GovTech Global Partnership.
• (GovStack LMS module 2), “GovTech Focal Areas: How They Work in Practice,” explains the four GovTech focal areas in detail.
• (GovStack LMS module 3), “GovTech Maturity Index,” (GTMI) presents the objective, methodology, findings, and conclusions of the GTMI that measures the maturity of four GovTech focus areas.
• (GovStack LMS module 4), “GovTech Solutions for Practitioners,” describes different types of digital government investments, gives examples from GovTech solutions in the four focal areas, and describes GovTech challenges and opportunities.
Public service officers
Applications Development
Applications Infrastructure
Applications Management
Cybersecurity
Data Science and AI
ICT Governance
ICT Infrastructure
Modelling and Simulations
Product Management
Sensors and IOT
Tech Management
Public Service Leaders and Officers, Technology Teams (Software Engineers, DevOps Engineers, QA, Delivery Managers, UX Designers, Digital Services Manager, Business Analyst, Architects, Project Manager, CIO, Engagement Manager, Product Manager, Data Engineers and Scientists, CISO)
This playbook section underscores a systematic and synergistic approach to learning and knowledge-sharing. Furthermore, it outlines the framework and steps for Capacity Building, digital skills in relation to Capacity Building, capacity assessment, and how academic institutions support a country's capacity development.
It describes:
1. Capacity building framework
2. Capacity building journey
3. Digital skills in relation to capacity building
4. Assessment of capacity.
5. Academic support to Capacity development
Today’s ever-changing technology landscape requires a combination of knowledge and skills that is very different from what it was few years ago. Having digital skills enables individuals to fully participate in their social and professional lives. For example, the “new normal” following the COVID-19 pandemic has highlighted the challenges that still exist when it comes to connecting households and people, and the digital skills required to participate effectively in an increasingly digital world. The need for a digitally competent population and the demand for a digitally skilled workforce have grown even more pronounced today.
Digital skills include a “combination of behaviors, expertise, know-how, work habits, character traits, dispositions and critical understandings” (Broadband Commission, 2017). Thus, digital skills could be further divided into multiple different skills as follows:
Technical skills: the ability to use a smart mobile device, an application, and to navigate online to accomplish a task
Professional technical skills: the ability to understand various techniques involved in conceptualizing, designing, development, testing, integration, operations & maintenance of software products. These broadly include Software Development Life cycle (SDLC), Project management (Agile), Open Source, Open Data, digital infrastructure including cloud, architecture, and so on.
Information management skills: the ability to access and use information to make informed decisions
Online communication skills: communication is crucial to create effective and trustworthy digital channels, especially because interactions among stakeholders are often exclusively remote, with no face-to-face encounters
Critical thinking and problem-solving skills: the ability to use ICT to make informed judgments and choices, and then use the information gathered to solve a problem
Enterprise Skills: Communication, collaboration, project management, continuous learning, product management lifecycle, problem-solving, digital leadership, and design thinking.
Other skills supplementary to digital skills: the ability to apply skills in practice, proficiency in the English or the working language, presentation skills, mind-set and behavior in terms of self-motivation to learn, interest in lifelong learning, and a “go the extra mile” mentality.
GovStack is a unique approach that emphasizes the use of building blocks over existing monolithic solutions. This approach calls for a few more additional skills to what has been described as part of digital skills.
The following are suggested technical focus areas that are recommended for the implementation of the GovStack Approach. These skills may be acquired by various stakeholders as relevant to them.
Software Reusable components
Building Blocks / Lego bricks game
Open Source Solutions
Workflows
Interoperability
Service Standards
Sandbox environment
Software Testing
Agile Project Management
User stories
User experience
Design thinking
User journey
Cloud Computing.
Security
Privacy
Enterprise Architecture
Suggested non-technical focus areas include:
Understanding the difference between digitization, digitalization and digital transformation
Awareness at all levels
Communication/Publicity strategy
Ethics
Citizen engagement
The proposed behaviour, knowledge, and skills will come in hand at various stages of the stakeholders’ activities lifecycle. For example, a citizen can learn about GovStack through citizen engagement activities and demand for non-listed services. Similarly, a government department can gain a better understanding of what key competencies it needs to conceptualize, design/co-design, plan, and implement various digitalization activities while adopting the GovStack Approach.
There can be different kind of stakeholders (government and internal) and external stakeholders who support capacity building during the digital transformation process. GovStack has identified various internal stakeholder profiles that support the implementation of citizen centric digital government services. The profiles are as follows:
GovStack approach provides different training topics in accordance with user profiles which support to better implement the GovStack approach. In order to establish right approach and move towards digital services first the general knowledge according the GovStack eco system as well digital governance era with respect to digital transformation is needed. GovStack has developed main training topics to each stakeholder who will be involved with the GovStack implantation journey and is involved or assist digital teams. However, many open-source courses are available which can support our approach during the implementation stages.
The main tenets of such training programs are -
1. Easily understandable training content
2. Regular, frequent, dedicated support
3. Channels of training support
All training objects and learning materials can be found on GovStack LMS
For best outcomes, it is advisable to kick off the training plan with a strategic discussion will all the key stakeholders involved with digital transformation activities. This initial stage typically starts by setting a common understanding of the benefits that can be reaped through digitization for all relevant parties. This practice allows us to root everyone’s focus on a user-centric perspective of service transformation. This can then be followed by more encompassing technical training sessions
For example, in e-Chhawani program in India, pieces of training were delivered once every quarter. A special emphasis was laid on ensuring easy access to training materials with repeated reminders of how to access them. In addition, a specific time every quarter was dedicated to training and these trainings were calendarized for the entire year. For example the 2nd week of each quarter.
Capacity-building process involves establishing and enhancing skills, instincts, abilities, processes, and resources that organizations and communities require to survive, adapt, and thrive in a rapidly changing world. Organizations share information, skills, and best practices through capacity development. GovStack's methodology is highly iterative and co-creation based
The main activities within GovStack GovStack Capacity Building approach is described as follows:
The process of these activities and main tools used can be found in the Capacity Building Framework Journey below.
GovStack focuses a lot on process and people within the implementation journey. Capacity building is the process in which individuals, organizations and societies, develop, strengthen and maintain the skills to implement GovStack’s Building Blocks. Capacity development is not a single intervention but an iterative process of design-application-learning-adjustment.
The model employs design-thinking and human-centric design methodologies for learning and performance. Thus, instead of focusing on learning a topic or combination of topics, it focuses on solving problems and achieving stated organizational goals.
It involves 3 phases as described below:
What is the concept you are exploring? Develop a capacity building framework that complements launching digital government services (GovStack/BB) as well helps to build digital competency/readiness among Government agencies.
What is the challenge or opportunity this concept addresses?
Which groups need to be involved in addressing the concept? (Stakeholder map)
a. Who // What we know and what we need to know // Concerns and expectations // Desired impact // Motivation
Which groups are NOT impacted by it and how might they react? (Stakeholder map)
Capacity building assessment
Gap analysis and adaptation plan
Organizational context:
Goals, strategies and structure
History (recent success or failure)
Internal Environment
External Environment
Multi-level approach
Individual
Communities of practice (technical, intra-organization, etc.)
Stakeholder interaction
Enabling conditions
Data Sources
Primary source (government documentation)
UNDP
Policy and strategy documents
Data Gathering (Capacity building)
UNDP - Digital government capability assessment
Current assets
Refine the problem (multi-stakeholder engagement)
National Digital Strategy and National M&E Plan
National Strategy and National M&E Plan Is there a National Strategy related to the relevant use cases addressed by the Program or project(s)? Is there a National M&E Plan linked to the National Strategy?
Goals and Objectives of the Program/Project(s)
Are the goals and objectives of the Program or project(s) in line with the National Strategy and are they time bound and measurable?
M&E Indicators in the Program/Project(s)
Do indicators have clear definitions, data sources with baselines and targets? Were indicators selected in collaboration with national/international M&E partners? Is indicator data linked with the National M&E system?
Communication Plan and Transparency
Will data from the Program or project(s) be disseminated properly and will sensitive data remain confidential?
Capacity Building Budget
Has the Program or project allocated sufficient financial resources for M&E?
1.Why Digital Transformation
a. Challenges and Opportunities
b. Case studies
c. Country approach (successful approach and lessons learned)
d. Capacity building in a Digital government
2. GovStack Life-cycle and competencies framework
a. Governance and Strategy
b. Digital Service Design & Delivery Standard
c. Capacity Building
Learner personas
Leader: strategy blueprint GovStack implementation and Individual level (user profile "Top management")
Chief Information Officer (user profile "Top management/IT specialist")
Chief Technology Officer (user profile "Top management/IT specialist")
Project Manager (user profile "Middle management")
Domain Experts and architects (user profile "IT specialist")
Service designers (user profile "Service design")
Change Management and Capacity Development (user profile "Trainers")
Finance (user profile "Middle management")
Citizen Engagement (user profile "Trainer")
Policy Makers (user profile "Policy maker")
d. Curriculum adaptation
e. Action Plan. Find below an example
Priority setting and action planning (multi-stakeholder exercise)
Monitoring, Evaluation, and Learning
Capacity building template:
Background
Learner persona
Objectives
Thematic focus
Methodology
Instructional Design
Evaluation: Pre-training survey, after
Agenda
Implementation plan
What, how and who
Timeline and target dates
Accountability
Assumptions
Budget
Monitoring, Evaluation and Learning
Risks
5. The training plan as an important plan of the capacity building:
The platforms and tools which can be used as a training platform
Different level of the trainings (top/middle management, end users, service designers, technician who should know the BB)
Implementation methodology and possible timeline (what kind of trainings are needed, who is responsible)
Effective strategies for imparting training:
For many years, research and practice has recognized differences between how children and adults learn. Thus, this section highlights high-level adult learning theory along with recommendations to enhance practice for the effective implementation of GovStack's BB.
Adults need to know the reason for learning something
In practical terms, it is important that instructors clearly describe the learning objectives and provide spaces to understand participant’s motivations when preparing learning materials (e.g., collecting participants’ information during the planning stage, mapping participants’ expectations at the beginning of capacity building sessions and making connections between the content presented throughout the sessions
Adult life experiences are a rich resource for learning (or barrier)...
Over the years, adults accumulate knowledge and experiences that can be leveraged as learning resources. In fact, cognitive science has shown that adults tend to resort to past knowledge as a primary learning tool. These experiences can be harnessed through pairing exercises, groups discussions, and problem-solving exercises.
As people mature there is a change in time perspective...
Adults tend to prioritize acquiring knowledge that ca be applied immediately. In that sense, knowledge that can directly applied to life or work-related situations can be more attractive to adult learners than purely academic or theoretical approaches
Learning styles are influenced by personality type, educational background, career choices, and current job role and associated tasks. Designing capacity building programs that engage different learning styles techniques and adapt to different contexts can be an effective way to ensure that learning objectives are met.
GovStack focuses a lot on process and people within the implementation journey. Capacity building is a process in which individuals, organizations and societies, develop, strengthen and maintain the skills to implement GovStack’s Building Blocks. Capacity development is not a single intervention but an iterative process of design-application-learning-adjustment.
Capacity building activities include:
Conducting training needs assessment
Engagement of stakeholders on capacity development
Assessment the capacity needs and assets
Formulation and implementation of capacity development response
Evaluation of the capacity development.
Digital government services require a robust and active knowledge management cycle. The knowledge management cycle is a continuous where information is identified, created, shared, stored, utilized. GovStack's knowledge management cycle relies on three critical pieces: people, process and technology.
The key to knowledge management is sharing of information. Sharing knowledge leads to innovation and improvement of the quality of work. Thus, the result is an efficient learning organization where employees' skill sets are constantly improved.
GovStack supports its governments throughout the knowledge management cycle with different resources and tools. Internally, Teams, Jira and Confluence are the communication channels for co-creating knowledge pieces. On the other hand, and are the resources used to disseminate to the public, the Technical Specifications and Training materials that aids the GovStack implementation journey.
In its ongoing efforts to improve how governments can reap the benefits of digitalization, the GovStack team frequently asks key questions to guide the development of its activities. These questions include; how can governments become more open and transparent, while simultaneously dealing with various challenges, such as data sensitivity? Which technologies are available to make governments more open and to use open government data? How can data be turned into smartness?
The GovStack Initiative strongly believes in the principle to "reuse and improve." We do not have to reinvent the wheel - when it comes to reusing building blocks, but also regarding education material. Many organizations in the field of government technologies as well as Open Source communities and Governments have published readings, guidelines and training material to support public sector digitization. We would like to make use of all this material and channel it to our partner countries looking into increasing their skills and knowledge. These are a few ways to support GovStack Capacity Building:
Creating new training resources
There are still training gaps concerning the whole-of-government approach and the development of digital infrastructure
Training centers
Establish a training center in your country and link GovStack to the institution(s) responsible for capacity building in your country.
Change management
Foster openness to change and change management. Digitizing Government Services is not only about creating digital tools and infrastructure, it is also about changing processes, simplifying them, creating citizen-centered services. This new approach means a lot of change for government processes, and therefore change management is a big part of the digitization journey.
The starting point of the GovStack approach was the development Communities of Practice in order to share knowledge and experiences between various stakeholders and countries' focal points.
The GovStack approach relies heavily on best practices, experiences and knowledge sharing. The Communities of Practice (CoPs) are topic-related or regional exchange forums to share knowledge and experiences concerning the GovStack approach. The current CoPs are the following:
Aim: Provide an impartial opinion on results provided by the building block working groups.
Opportunities to get involved:
Provide expert guidance to each BB WG
Advise on output formats and mode of work e.g. where to properly document BB specification, suggestion on version control methods/tools, on release and management of end deliverables
Review, validate, approve final deliverables at each milestone
Inform BB WG and Governance Committee of challenges and propose solutions
Aim: Exchange knowledge to strengthen the global GovStack community
Opportunities to get involved:
Share respective country (implementation) experience
Aim: Map and identify opportunities to collaborate and extend existing work related to facilitating the discovery, development, use of, and investment of digital public goods and digital public infrastructure for the GovStack
Identify potential DPGs that are likely to also comply with building blocks specifications.
Identify existing DPGs that can be used to inform specifications of building blocks – where these specifications are not yet in place/still evolving.
Create alignment and coordination for how to accelerate the discovery of these DPG Building Blocks eg. via a digital marketplace.
Participate in bi-monthly discussion rounds to exchange on DPGs as well as definitions for building blocks and Digital Public Infrastructure (DPI).
Share best practices with and learn from other experts.
Contribute to the publication of GovStack relevant definitions (e.g. building blocks, DPI).
Additionally, the CoPs seek to learn from other countries such as India and Singapore, as described below:
Excellence center, as an umbrella, is a shared facility or an entity that should provide leadership, best practices, research, support and/or training for a focus area to support GovStack approach.
To complement the practical and theoretical view within knowledge sharing, technical support is also needed. GovStack Tech Community consists of:
Building Block Working Groups (BB WG)
Technical & Operations Group
Technical Committee
This ecosystem also contributes in policy making level by giving valuable insights for the further development of the strategic and policy making standards and documents in terms of digital service design and transformation.
To understand the current state of education in the digital transformation domain, it is useful to take a look through the lens of established competences and qualifications frameworks. These frameworks help to identify the necessary skills in a certain career path needed in the digitalization journey. It is useful for education institutions in the process of designing curriculum and ensuring the students get the necessary skills to support GovStack approach. Additionally, when designing the curriculum, several issues need to be addressed, as a first step to supporting the long term development of capacity building in the country .
The multidisciplinary approach should be considered as it allows students to increase their strengths as well as fill in gaps in their knowledge in the areas of technical skills, service design, ethics, creative problem solving, the regulation of technologies, legislation, and generally in the digital transformation.
The university education should help to improve knowledge of public services design with the use of new technologies. Through gaining an understanding of co-creation, the design process, creative problem solving, human-centric approach in public services, and prototyping the graduates should use to apply new ways to design and implement services with along the new technologies and process re-design.
GovStack Approach supportive curricula are following the based on the following categories:
1. Management/ Policy Makers
2. Trainers
3. Service Designers
4. IT personnel
5. End Users.
Table Showing , and Relevant Competencies recommended for the Stakeholders Involved
The following are the relevant e-competencies for this phase
| Relevant e-Competencies | Stakeholders Involved |
|---|
The building phase is the second step
The following are the relevant e-competencies for this phase.
| Relevant e-Competencies | Stakeholders Involved |
|---|
The running phase is the third phase
The following are the relevant e-competencies for this phase.
| Relevant e-Competencies | Stakeholders Involved |
|---|
The enabling phase is the fourth phase
The following are the relevant e-competencies for this phase.
The managing phase is the last phase
The following are the relevant e-competencies for this phase.
This knowledge dimension of competency represents foundational and technical components that are very relevant in order to implement GovStack's vision of digitalization.
In order to sustain a digital society, it is equally important to continuously monitor industry trends and emerging new technologies. There is need to establish a digital talent archive that will ensure continuous sustainability in a country's capacity strength.
The successful implementation of the GovStack Approach requires countries to consider a long-term strategy that accounts for the kind of academic support that is needed to achieve digitalization goals. From a short-term perspective, the general GovStack approach is sufficient to keep the GovStack eco-system up and running. However, in order to foster sustainability within country digital teams, academic support is a valuable asset to ensure that long-term goals are met.
While developing university programmes at the Masters' level, universities should consider not only theoretical approaches, but also labor market needs based on different competency and qualification frameworks. These frameworks reflect the skills that are needed in different domains within digitalization.
The main learning outcomes to support the GovStack's approach will give
Enabling an understanding of the different competencies needed for digital journey
Informing different co-design techniques and applying this knowledge to implement the GovStack Approach
The main areas which should be covered in the masters programs are as follows:
Digital Government where the purpose to get students to recognize what is different about governing in an era filled with pervasive digital technologies.
The building blocks of the digital government which is about understanding that government digital systems are made up from components, and that the choice of which components to use is critical. It also lays out the idea of 'Government as a Platform'.
Service orientation in the public sector which is about using practices and technologies of the digital era to rapidly and continually improve government services and policies as well move towards proactive life event services.
Service design where students learn why public servants need to be focused on users and their needs. Instructors will help students understand when and why they will need to apply design methods to solve problems.
Interoperability and next generation government architecture where students will learn about single-source governance and security protocols to be implemented across all data assets
Data management is to help understand statistics as well identify opportunities to use data to solve real world government problems. The practical challenges related to data access and privacy/security
Automatization and data where purpose is to help students to be aware that digital era governments create and manage data as a function for every activity to allow participatory AI solutions for public service a
Participatory governance is to help students understand what it means to ‘work in the open’ in government, and to explain the many different interpretations and manifestations of ‘openness’ that are applied in modern governments.
Legal framework to help students to anticipate the most common barriers related to legal acts and standards which government encounter within real government functions
Identity management and security in networked world where students learn about identity management in data governance – how it to ensure data quality and security through access controls across critical data systems. The topic sums up the policies, processes, standards, metrics, and roles that ensure that data is used effectively to help an organization realize its objectives
Teaching Techniques
As GovStack approach is very focused on country engagement and involves much collaborative tools and techniques, a teaching strategy should follow a logic as listed below:
Design thinking approach, to stimulate creative problem solving, teamwork and action research, and guide participants to develop human-centered solutions;
Project-based learning and team-working on practical projects and real challenges across different types of public institutions, increasing the confidence of students in adopting/procuring the right technology for the relevant societal needs;
Active learning, encouraging peer exchange, dialogue and debate, to create an extensive ecosystem around the adoption of GovStack approach beyond the duration of the programme, thus aiming in the long run to contribute to a shift in the mindset of public officials and policy makers;
The expected learning outcomes should ensure the program meets the following:
Knowing the current potential of technology and data and being able to critically assess their social and ethical impacts,
a. Understanding technology that is used in the delivery of the digital state.
b. Learning to operate with technology and how to create human centric government e-services.
Knowing to design / plan / implement / evaluate a practical digital transformation project for an up-to-date range of public services,
a. Developing strategic management abilities,
b. Learning to analyze and propose digital concepts for governance and public services.
Understanding what digital transformation is, what the different applicative domains are with a specific focus on governance and public service transformation, what features it can have and how to convey services to companies and experts,
a. Understanding the state-of-the-art of digital transformation and the available market solutions with a level deep enough to start implementation,
b. Learning to manage innovative procurement and public-private partnership in public services design and delivery.
Making judgements is the ability to think critically and analyze different use cases for digital transformation through public services in society; ability to create public value through innovative design and implement projects.
Project groupwork and communication skills - autonomously and in groups, students develop the ability to present and discuss their ideas and the attitude to negotiate in teamwork.
The academic study program should serve as an enabler of providing knowledge and skills at the intersection of technology, business and management, design thinking and policy sides. The reason for such an interdisciplinary approach lies in the needs of the labor market.
Additionally, GovStack has created a supportive environment for capacity building by creating various training materials collected in . It consists of different modules which are aimed towards supporting capacity building phases during the whole .
Knowledge base
World Bank
World Bank document and
United Nations
Participate in events to exchange best practices with other e-government leaders and learn from the experience of other countries.
GovStack CoP in cooperation with the
See the recent work:
Apart from the CoPs, the academia has been involved by involving universities such as and Mexico university on board with different research topics in Masters' and doctoral levels. This research gives valuable feedback not only for ongoing projects, but also helps to set a roadmap for future development.
| Relevant e-Competencies | Stakeholders Involved |
|---|
| Relevant e-Competencies | Stakeholders Involved |
|---|
Management/Policy makers, Service Designers, IT personnel (Recommended Curriculum Skills Matrix based on )
Additionally to the study programmes should follow the Computing Curricula 2020, CC2020 approach in terms of the elements of knowledge.
GovStack uses a descriptive and e-learning approach, that is the to train the stakeholders.
Within GovStack approach, it is very important to educate the future leaders of the digital transformation who are able to implement the GovStack vision. As GovStack requires various knowledge in the field of transformation the academic education path should follow the .
The division has conceptualized “” for the years 2013-15. MeTP intends to build the capacity of central government employees for implementing e-Governance projects.
Subsequently, the National eGovernance Division (NeGD) under the Ministry of Electronics and Information Technology (MeitY), has extensively conducted a research with various key stakeholders and has developed for Digital India with Implementation Toolkit” in the year 2014. This is a crucial document for conducting all the eGovernance Capacity Building initiatives for the civil servants of federal/state/union territory ministries/departments in India.
Singapore is committed to becoming a world leader in digitalization. Capitalizing on the huge potential opened up by technology, Singapore is putting forward an overarching vision that is based on three pillars: , , and . Taken together, these three pillars are responsible for effecting significant shits across all sectors and policy areas.
Citizens:
The Ministry of Communications and Information (MCI), Government of Singapore has a set of portfolios to drive the digital transformation. One such is “Digital Readiness” with four strategic outcomes (a) Digital access (b) Digital Literacy (c) Digital participation and (d) Digital inclusion by design. In regard to “Digital Literacy”, the “ blueprint recommends the following.
The recommends raising digital capabilities to pursue innovation so that the government is able to “think fast, start small and act fast” to seize new opportunities. The Government has been deepening its technical capabilities through a Centre of Excellence (or CentEx) for ICT and Smart Systems, where specialist engineering expertise will be grown to support the WOG. The CentEx will house capability centers such as Data Science and AI, ICT Infrastructure, Application Development, Sensors and IoT, Cybersecurity, and Geospatial. The CentEx may expand into new technology capability areas as the need arises – for example, in robotics, VR/AR, digital twins or blockchain.
In Singapore, the Institute of Systems Science at plays a pivotal role in building the capacities of digital leaders and professionals. has been appointed as The Digital Academy (TDA) operations partner, established by The Government Technology Agency (GovTech Singapore) for Whole Of Government (WOG). As Operations Partner of The Digital Academy, NUS-ISS is partnering GovTech in developing training roadmaps and managing the enrolment, logistics, publicity and training processes.
Communities of practice are groups of people working in the same field in government. They bring those people together to share ideas, show their work, solve problems and explore best practice. These include:
Apart from the above CoP's, the Australian Government has established the as part of the Australian Government with the aim to lift the digital capability of the Australian Public Service (APS) to transform government services and build a government fit for the digital age.
The UK as part of their Government Digital Service (gov.uk) has created a set of service manuals and several communities of practice. One of these manuals is a handbook for people developing communities of practice in government -
The Communities of practice are for people who share common job roles, responsibilities or remits. They do well through regular interaction and common goals.
- For anyone with an interest in accessibility.
- For anyone interested in using agile methods to deliver government projects.
- For anyone procuring, designing or managing assisted digital support.
- For anyone involved in content or website publishing.
- For anyone designing and building data products and services.
- For anyone interested in data science best practice and using evidence to make decisions.
- For anyone working in interaction design, graphic design, service design or content design.
- For anyone in the public sector buying digital data and technology services.
- For anyone working with data and analytics.
- Discuss and learn about the role of policy design in government.
- For anyone using product management methods to deliver government products and services .
- For anyone designing, implementing or assessing government digital or technology standards.
- For anyone interested in writing about technology.
- For anyone working in backend development for services.
- For anyone working in frontend development for services.
- For anyone working in technical architecture for services.
- For anyone working in web operations for services.
- For anyone interested in improving user research practices across government.
- For anyone working in user support for services.
The is destined for innovative professionals working in public sector organizations. It describes the eight skills that are necessary to promote innovation in the public sector: self-organizations, independent learning, creativity, communication, teamwork, networking, capturing trends and risk management. The framework reflects three primary vector:, the individual, the team, and the organization. To achieve innovation, the individual needs to be action-oriented; the team needs to be cooperative; and the organization must be sustainable.
(ISCO) is one of the main international classifications for which the International Labor Organization (ILO) is responsible. ISCO is a tool for organizing jobs into a clearly defined set of groups according to the tasks and duties undertaken in the job. ISCO-08 is a four-level hierarchically structured classification that allows all jobs to be classified into 436 unit groups. They are aggregated into 130 minor groups, 43 sub-major groups and 10 major groups.
It establishes 41 competences across 5 proficiency levels and provides knowledge and skills examples. The framework distinguishes 5 e-competence areas based on the IT macro processes PLAN –BUILD –RUN – ENABLE – MANAGE.
e-QF is considered an instrument of comparing qualifications across countries and institutions. As of September 2021, 35 countries have linked their national qualification systems to e-QF.
It also recommends including cybersecurity and data science to curricula. Also, the report creators have come up with the list of draft competencies in each of the researched areas.
SFIA introduces 7 different levels of responsibility, at which skills can be exercised. However, the seven levels are not applicable to all skills, as some are necessary at entry level and some at senior roles.
An example of the SFIA application can be found in the Australian work on the creation of the a supporting tool to identify career routes and skill gap.
The framework uses to describe professional roles. The roles are described in a unified manner (name, mission, description of significant activities and tasks, list of competences, trends and factors in change for the job-role, example of a typical deliverable).
The roles are divided into 7 families: Organization and management of changes to the information system, Project management, Application life cycle, Provision of infrastructure and maintenance in operational condition, Support and assistance, Security, Operational Management, Data, Supplier relationships.
In addition to German Qualifications Framework, which covers a broad scope of qualifications, provides a system of career profiles of specialists in the computer, software and telecommunications sectors.
provides along with the toolkit easy steps on how to structure an e-Governance team and how to conduct fact-based training needs analysis for competency benchmarking. It includes 19 identified e-governance roles categorized into 2 major roles: 8 administrative and 11 technical roles.
It covers all kinds of competencies and is not limited to IT capabilities only. The aligns competencies across four dimensions: Professional Skills Set, Knowledge Set, Behavioral Set, and Qualifications Set. It also recommends improvements in recruitment processes and outcomes, and performance evaluation.
Detailed description of the Strengthening Measure | Responsibility | Timeline | Total Funding | Funding source | Technical Assistance |
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D.1. Information Security Strategy Development | Management/Policy makers, IT personnel |
D.2. ICT Quality Strategy Development | Management/Policy makers, Service Designers, IT personnel |
D.3. Education and Training Provision | Management/Policy makers, Trainers |
D.4. Purchasing | Management/Policy makers |
D.5. Sales Development | Management/Policy makers |
D.6. Digital Marketing | Management/Policy makers |
D.7. Data Science and Analytics | Management/Policy makers, Service Designers, IT personnel |
D.8 Contract Management | Management/Policy makers |
D.9. Personnel Development | Management/Policy makers, Trainers |
D.10. Information and Knowledge Management | Management/Policy makers, Trainers |
D.11. Needs Identification | Management/Policy makers, Trainers |
E.1. Forecast Development | Management/Policy makers, Service Designers |
E.2. Project and Portfolio Management | Management/Policy makers, Service Designers |
E.3. Risk Management | Management/Policy makers, Service Designers, IT personnel |
E.4. Relationship Management | Management/Policy makers, Service Designers |
E.5. Process Improvement | Management/Policy makers, Service Designers, IT personnel |
E.6. ICT Quality Management | Management/Policy makers, IT personnel |
E.7. Business Change Management | Management/Policy makers, Trainers, IT personnel |
E.8. Information Security Management | Management/Policy makers, IT personnel |
E.9. Information Systems Governance | Management/Policy makers, IT personnel |
A.1. Information systems and Business Strategy Alignment | Management/Policy makers, Service Designers, IT personnel |
A.2. Service level management | Management/Policy makers, IT personnel |
A.3. Business Plan Development | Management/Policy makers, IT personnel |
A.4. Product/Service Planning | Management/Policy makers, Service Designers, IT personnel |
A.5. Architecture Design | Management/Policy makers, Service Designers, IT personnel |
A.6. Application Design | Management/Policy makers, Service Designers, IT personnel |
A.7. Technology Trend Monitoring | Management/Policy makers, Service Designers, IT personnel |
A.8. Sustainability Management | Management/Policy makers, Service Designers, IT personnel |
A.9. Innovating | Management/Policy makers, Service Designers, IT personnel |
A.10. User Experience | Management/Policy makers, Service Designers, IT personnel, Trainers |
B.1. Application Development | IT personnel, Service Designers |
B.2 Component Integration | IT personnel, Service Designers |
B.3 Testing | IT personnel, Service Designers |
B.4 Solution Deployment | IT personnel, Service Designers |
B.5. Documentation Production | Management/Policy makers, IT personnel, Service Designers |
B.6. ICT Systems Engineering | Management/Policy makers, IT personnel |
C.1. User Support | IT personnel, End Users |
C.2. Change Support | Management/policy makers, IT personnel Trainers |
C.3. Service Delivery | Management/policy makers, IT personnel Trainers |
C.4. Problem Management | Management/policy makers, IT personnel |
C.5. Systems Management | Management/policy makers, IT personnel |
