Cybersecurity education and training are essential prerequisites of achieving a secure and privacy-friendly digital environment. Both professionals and the general public widely acknowledge the need for high-quality university education programs and professional training courses. However, guides, recommendations, practical tools, and good examples that could help institutions design appropriate cybersecurity programs are still missing. In particular, a comprehensive method to identify skills needed by cybersecurity work roles offered on the job market is missing. This paper aims to provide practical tools and strategies to help higher education providers design good cybersecurity curricula. First, we analyze the content of 89 existing study programs worldwide, collect recommendations of renowned institutions within and outside the EU, and provide a comprehensive survey accompanied by a dynamic web application called Education Map. Based on the knowledge about the current state in cybersecurity education, we design the SPARTA Cybersecurity Skills Framework that provides the currently missing link between work roles and required expertise and shows how to develop a curriculum that reflects job market requirements. Finally, we provide a practical tool that implements the framework and helps education and training providers design new study programs and analyze existing ones by considering the requirements of cybersecurity work roles.
No abstract
Cyber security education is an important and pertinent topic as it plays a major role in mitigating the risks caused by a global shortage of cyber security experts. In order to better support this crucial function, a cyber security skills framework needs to be agreed upon by academics in this field, along with an increase in the visibility of cyber security education and training. Without these, there is likely to be a long-term shortfall between the number of skilled cyber security professionals and demand, potentially leaving organisations, institutions, and governments vulnerable. Our contribution to this challenge is threefold. Firstly this article addresses the development of a cyber security skills framework and its applicability. Secondly, we have analysed a sample of 87 study programs in order to produce an overview of cyber security topic areas. Moreover, the collected data are visualized in an interactive map, i.e. a dynamic web application with the aim to help students in their search for a cyber security study program. Finally, a cyber security curricula designer tool is proposed; this application would serve as a guideline for cyber security curricula designers.
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