Method & sources
The radar draws on published international and national frameworks and reports. This page shows what we take from each source and the limits of doing so. Every figure carries a source badge; open it to see the source, its type, the confidence in it and when it was last reviewed.
An indicative editorial crosswalk, not a direct mapping: the frameworks describe different things, and the correspondence helps reading without conferring any certified level.
| Radar level | SFIA 9 responsibility levels | DigComp 2.2 band and levels |
|---|---|---|
| AwarenessYou understand the fundamentals and can describe the concepts with confidence. | SFIA 1–2 | FoundationDigComp 1–2 |
| ApplicationYou apply the skill with some guidance in routine situations. | SFIA 3 | IntermediateDigComp 3–4 |
| ProficiencyYou apply the skill independently in complex situations and share your knowledge. | SFIA 4–5 | AdvancedDigComp 5–6 |
| LeadershipYou lead the practice, set standards and guide others. | SFIA 6–7 | Highly specialisedDigComp 7–8 |
Frameworks that describe skills and their levels, which guide how we built the domains, skills and levels.
SFIA Foundation
The most widely used global reference for digital-work skills and levels of responsibility. We use it as the reference for role codes in the role library, and align our levels with its levels as an indicative editorial crosswalk.
Open the source(opens in a new tab)European Commission, Joint Research Centre
The European reference framework for citizens’ digital competence. Its four bands in DigComp 2.2 and four levels in DigComp 3.0 resemble our four levels in shape, but the correspondence is an indicative editorial crosswalk, not a direct mapping.
Limits: It describes citizens’ competence in general, not work skills in a government role.
Open the source(opens in a new tab)UNESCO Institute for Statistics
A global reference framework built on DigComp for measuring digital literacy across countries, within the Sustainable Development Goal indicators.
Open the source(opens in a new tab)European Commission
An open European dictionary that links skills to occupations and qualifications with standard multilingual labels.
Publisher’s home page(opens in a new tab)International Telecommunication Union
A classification used by international indicators to describe how widespread digital skills are in a population, from basic use to specialist skills.
Open the source(opens in a new tab)Saudi Data and AI Authority (SDAIA)
A national reference for the competences required in data and AI jobs, which guides our “AI & Data” domain.
Publisher’s home page(opens in a new tab)Ministry of Communications and IT, Qatar
A recent national framework in the region, cited for regional comparison only.
Publisher’s home page(opens in a new tab)Reports from which we read the direction of skills demand. Each source’s type shows on its badge: an international report is not a survey, and neither is commercial platform data.
World Economic Forum
Among the fastest-growing skills in employers’ expectations: AI and big data, networks and cybersecurity, and technological literacy.
Limits: A global employer survey; it does not describe the Saudi government sector specifically.
Open the source(opens in a new tab)International Labour Organization
The report finds that exposure to generative AI mostly means tasks are transformed rather than jobs disappearing, with clerical tasks the most exposed.
OECD (2021)
It sets out the digital skills every public servant needs, the professional skills of specialists and the leadership skills for digital transformation; it is the international reference closest to the radar’s role categories.
Open the source(opens in a new tab)UN DESA
It links digital-government progress to human capital and highlights investment in the digital skills of employees and citizens.
Limits: It measures a country’s e-government readiness, not employee skill directly.
Open the source(opens in a new tab)Coursera
A signal of learners’ interest in generative AI on a commercial learning platform.
Limits: Platform enrollment data, not labour-market demand.
Open the source(opens in a new tab)A signal that AI literacy is rising among the skills sought in jobs posted on the platform.
Limits: Data from one platform; it does not represent the government sector.
Open the source(opens in a new tab)Indices that measure digital government at country level. They relate to the radar’s domains, but they do not measure employee skill and do not prove this tool’s effect.
World Bank
Its enablers component includes indicators on public-sector digital-skills programs.
Limits: It measures GovTech maturity, not the effect of training on productivity.
Open the source(opens in a new tab)OECD
Its dimensions are close to the radar’s domains: a data-driven, user-driven, platform-based and proactive government.
Open the source(opens in a new tab)OECD
It covers government support for data re-use, an anchor for the “AI & Data” domain.
Open the source(opens in a new tab)United Nations
It supports the link to the quality and accessibility of digital services and beneficiary participation.
Limits: It does not measure employee skill directly.
Open the source(opens in a new tab)International Telecommunication Union
Its capacity-development pillar anchors the “Cybersecurity & Digital Trust” domain.
Open the source(opens in a new tab)IMD World Competitiveness Center
It places knowledge, training and future readiness in the context of national competitiveness.
Open the source(opens in a new tab)The skill registry describes 40 skills with a definition, an example task, an evidence basis and a review date, linked to the self-assessment statements and development plans.
Every figure in the tool in one table: its source, type, confidence and last review date.
It helps you explore your development priorities across the eight domains, for development only.