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Introduction

  • Izzat Alsmadi
Chapter

Abstract

The job market for cyber security-related jobs is growing and is expected to reach a peak on demand in the next few years. Statistics showed that the USA has an overall national workforce shortage. Additionally, there is a need for education methods in this field in particular to evolve and accommodate market demands. In this path, NICE Cyber security education framework has been introduced recently. In this book, our goal is to present a teaching material based on NICE framework. The NICE framework focus was more jobs oriented than educational oriented. The NICE framework itself extended earlier OPM security framework (https://www.opm.gov/policy-data-oversight/assessment-and-selection/competencies/). Both frameworks adopted KSA competencies (Knowledge, Skills, and Abilities or Experience) as an alternative to classical course or program learning outcomes (CLOs and PLOs). One of the main differences between the two approaches is that KSA competencies explicitly distribute teaching, learning and also assessment activities to three categories: KSAs. This is very necessary for practical-oriented majors such as cyber security where knowledge and lecturing based on slides will not be enough.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Izzat Alsmadi
    • 1
  1. 1.Texas A&M UniversitySan AntonioUSA

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