This report focuses on the status of the cybersecurity education system and the inability to attract more students in studying cybersecurity and to produce graduates with “the right cybersecurity knowledge and skills”. It argues that many of the current issues in cybersecurity education could be lessened by redesigning educational and training pathways that define knowledge and skills which students should possess upon graduation and after entering the labour market. Four countries – Australia, France, the United Kingdom and the United States – have attempted to rethink cybersecurity degrees using certifications. In this context, ENISA created the Cybersecurity Higher Education Database, which is an interactive database of cybersecurity degrees in EEA countries and Switzerland.
This report focuses on the status of the cybersecurity education system and the inability to attract more students in studying cybersecurity and to produce graduates with “the right cybersecurity knowledge and skills”. It argues that many of the current issues in cybersecurity education could be lessened by redesigning educational and training pathways that define knowledge and skills which students should possess upon graduation and after entering the labour market. Four countries – Australia, France, the United Kingdom and the United States – have attempted to rethink cybersecurity degrees using certifications. In this context, ENISA created the Cybersecurity Higher Education Database, which is an interactive database of cybersecurity degrees in EEA countries and Switzerland.
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