This list gathers open-source learning resources (articles, policy reports, courses, and toolkits) to complement the AI tools repository.

Learning Resources

Resources

This repository is aligned with UNESCO’s Digital Transformation and AI Competency Framework. It aims to support civil servants and governments in developing AI and digital competencies, including Digital Planning and Design, Data Use and Governance, and Digital Management and Execution.

Resource
Creative Problem-Solving Toolkit
Description
A toolkit from the West of England AHSN that compiles problem-solving and innovation techniques for public service delivery.
Audience
Public sector
Competency
Digital planning and design
Type
Toolkit
Critical Thinking Competency for an Open Government
Description
This report discusses the critical thinking competency required in open government, focusing on fostering a culture of critical thinking in public servants.
Audience
Public sector
Competency
Data use and governance
Type
Reading
Cross-Agency Collaboration: Breaking Down Silos in Government
Description
This report focuses on the importance of cross-agency collaboration in the public sector, highlighting benefits in addressing complex challenges and improving service delivery.
Audience
Public sector
Competency
Digital management and execution
Type
Reading
Cybersecurity Policies
Description
The European Commission's Digital Strategy outlines its policies on cybersecurity. This resource provides insights into the European Union's approach to cybersecurity and its efforts to enhance digital security across various sectors.
Audience
Public sector
Competency
Data use and governance
Type
Reading
Data for Effective Policy Making
Description
This online course on edX teaches the knowledge and skills required to utilize data effectively in the policymaking process.
Audience
Public sector
Competency
Data use and governance
Type
Course
Data Governance and AI
Description
UNESCO is leading global efforts to shape data governance in the digital and AI age, recognizing that effective AI governance is fundamentally built on strong data governance. Through the Broadband Commission Working Group on Data Governance, it is bringing together governments, industry leaders, and civil society to address key challenges such as inclusive data policies, interoperability, cross-border data flows, AI-driven data use, and digital self-determination.
Audience
Media sector
Competency
Data use and governance
Type
Course
Data Literacy for Non-Data Professionals
Description
This course by the Public Sector Network aims to enhance data literacy skills, covering data collection, analysis, interpretation, and visualization in the public sector.
Audience
Public sector
Competency
Data use and governance
Type
Course
Data Literacy in the Public Sector
Description
This document by Deloitte explores the importance of data literacy in the public sector, highlighting the value of data-driven decision-making and offering insights into developing data literacy skills.
Audience
Public sector
Competency
Data use and governance
Type
Reading
Data Literacy in the Public Sector (Coursera)
Description
This post explores the significance of data literacy in the public sector, emphasizing its role in informed decision-making and effective governance.
Audience
Public sector
Competency
Data use and governance
Type
Reading
Data Maturity Assessment for Government
Description
This toolkit offers a framework for assessing data maturity within government organizations, helping to improve data management practices and leverage data for effective decision-making.
Audience
Public sector
Competency
Data use and governance
Type
Toolkit
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User Guide

© IRCAI and UNESCO

The designations used and the presentation of materials throughout this repository do not imply the expression of any opinion on the part of UNESCO and IRCAI concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas, opinions, and content presented in this repository are those of the authors; they do not necessarily represent the views of UNESCO and IRCAI and do not commit the Organizations.