Context
Public administrations are expected to deliver data-driven reforms and digital public services, yet institutional capacity and digital competencies often lag in technological investments. In Latvia, this skills gap was identified as a structural risk to the effectiveness of public sector reforms and Recovery and Resilience Facility (RRF) investments.
The Digital Academy of Public Administration was established as a governance reform instrument, embedding workforce upskilling into national reform architecture rather than treating training as isolated capacity-building. The project introduces a unified digital competence framework, role-based learning pathways, and systematic skills assessment, enabling data-driven workforce development across state and municipal administrations.
By linking competence development to reform implementation, the Academy ensures that investments in digital platforms, data infrastructure, and service automation are matched by organisational capacity to design, procure, manage, and evaluate digital solutions. This approach supports structural change in people management, evidence-informed decision-making, and institutional learning.
The project contributes directly to national reform milestones, including the target to improve digital competencies of at least 62 900 public sector employees by 2026. This systemic alignment of skills, reforms, and investments reflects innovation in government and governance, fully aligned with EPSA Category I.
Objectives
The project addresses insufficient and uneven digital and transformation-related competencies across public administration, which limit the ability to implement reforms, modernise services, and fully exploit digital investments. Previously, training provision was fragmented and weakly linked to institutional reform needs.
The main goals of the Digital Academy are:
- to ensure that at least 62 900 public sector employees improve their digital competencies by 2026;
- to establish national digital competence frameworks supporting structured, data-driven skills development;
- to provide role-based learning pathways, including scalable e-learning and blended programmes;
- to strengthen capacities in service design, data analytics, AI use, cybersecurity, and ICT project management;
- to implement training impact evaluation linked to organisational performance and reform delivery.
Concrete solutions include competence self-assessment tools, personalised learning paths, modular curricula linked to professional roles, applied learning projects, and functional prototypes supporting institutional reforms. Learning activities are embedded in ongoing digital transformation initiatives, ensuring immediate application of new competencies. Monitoring systems track participation, competence development, and contribution to reform milestones, allowing continuous adjustment of training priorities and ensuring measurable governance impact.
Implementation
The Digital Academy is implemented through a multi-level governance model led by the Ministry of Smart Administration and Regional Development, with operational delivery by the School of Public Administration and strategic coordination by the State Chancellery. An oversight council ensures coherence with national digital reforms and other RRF-funded investments.
Project design is structured around milestones and targets, including competence framework roll-out and the objective to upskill at least 62 900 employees by 2026. Delivery is supported by learning management systems enabling participant tracking, competence assessment, and monitoring of progress.
Implementation relies on strong cross-sector and international collaboration. The Academy engages private sector and civil society experts, including innovation NGOs such as Riga TechGirls, providing applied digital skills training and inclusive learning approaches. International partners including the University of Tartu, the University of Jyväskylä, and Demos Helsinki deliver specialised programmes on digital transformation and innovation policy.
Learning programmes are role-based and combine e-learning, blended courses, and applied learning projects linked to reform initiatives. Dedicated project teams and external providers ensure cost-effective delivery. Stakeholders participate in needs assessments, curriculum co-design, and feedback loops. Progress and impact are monitored through competence indicators and organisational follow-up.