In addition to creating the project teams and the scaling of digital solutions, it is vital to increase the digital competencies of all employees of government bodies, as well as to train them the "soft skills" necessary to adapt to environment changes. The traditionally conservative nature of the public service can be a major challenge to the adoption of breakthrough technologies in this sector. Compared to the difficulties of mastering new technologies, it is much more difficult for public institutions leadership and staff to change their mindset, which results in the issue of training and advanced training still being acute and necessary for improving the performance of the government. The most common issues faced by public authorities in developing the staff digital skills include:

• Lack of a clear understanding of the tasks, goals, and risks in the organization of staff training (it is vital to avoid inflated expectations, both in terms of implementation speed and of new skills application);
• Difficulty in involving private providers of learning services (the need to create flexible conditions under contracts; a thorough study of the learning services market);
• Recognition of the need to work with legacy systems and a continuous process of updating skills;
• Selection of the right combination of the necessary skills for specific public administration tasks;
• Correct choice of the information presentation method;
• Providing funding and material incentives to employees learning new skills.

At the same time, an important problem is the lack of understanding of what set of competencies the employees should have for a successful digital transformation in each specific government body.

Sharing the best practices, experience, and knowledge among government bodies of different countries is as much relevant in the process of training employees as the aforementioned. This is facilitated by the holding of international conferences, working group meetings, webinars, etc., as well as the creation of platforms for the experience sharing. In 2021 alone, the International Organization of Supreme Audit Institutions (INTOSAI) and its members, held more than 70 events on the digitalization of both the supreme audit institutions (SAIs) and the wider public sector. Typically, the public authorities use the services of external experts and/or higher educational institutions to train employees in the form of master classes, seminars, and corporate programs. Thus, as part of increasing the digital literacy of employees, the SAI of Iran held a five-day International Training Course on IT Audit (January 17 - 21, 2022). Representatives of the scientific community and IT audit practice were invited as speakers.

The COVID-19 pandemic and the need to organize the remote work of public authorities, including the SAIs, have become important factors in intensifying the process of training employees in digital products, including in a remote mode. Since the beginning of the pandemic, the use of digital Learning Management Systems (LMSs) to facilitate improving the employees' skills has become increasingly popular. As early as 2005, the OECD Centre for Educational Research and Innovation (CERI) published a study "E-Learning in Tertiary Education," where the authors defined LMS as software designed to provide a range of administrative and pedagogical services (e.g. enrollment data, access to electronic course materials, teacher-student interaction, assessment, etc.). From 2005 to 2022, LMSs evolved from an administrative tool into a full-fledged platform for providing remote learning services.

Today, international organizations and SAIs can not only develop their platforms, but also buy ready-made (so-called "boxed") solutions. The most popular LMSs available are shown in the graph below.

Many international organizations and SAIs prefer the Moodle platform (e.g., the United Nations Institute for Training and Research (UNITAR), the UN Women, the INTOSAI Development Initiative (INTOSAI IDI), the African Organization of Supreme Audit Institutions of English-speaking Countries (AFROSAI-E), the Pacific Association of Supreme Audit Institutions (PASAI), the E-Academy of the European Court of Auditors).

The LMSs contain large volumes of big data that can help the user evaluate the design of the e-learning course. For example, the completion rate shows how students are progressing and whether they are fully engaged in the learning process, and the satisfaction ratings show how students feel about the content and online instructors. These LMS indicators provide an opportunity to assess every aspect of an online learning strategy and develop measurable goals. Some LMS solutions have customizable reports that allow you to track the problem spots of online courses to achieve the desired results. In particular, course complete results and performance are an important indicator. For example, if half of students are unable to effectively complete a compliance course, it may indicate that the creator needs to better understand the reason behind the problem before changing the content of the course.

However, the key problem of organizing training on LMS platforms is still the lack of adequate testing in terms of knowledge gained and, as a result, the lack of full-fledged certification confirming the level of the employee's necessary skills. An additional difficulty arises with copyright to materials created by several authors.