Cybersecurity education, part 1
Cybersecurity education, part 1
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网络安全教育，第 1 部分
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发表时间：
2014
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通讯作者：
D. Burley
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作者：
D. Burley
B建立一个足够质量和数量的网络安全劳动力已成为全球当务之急[2，3]。在急于增加学位课程和增加课程的过程中，学术机构努力解决同时出现的对深度劳动力补救措施的需求，这些补救措施应尽快培养具有深厚技术知识的网络安全专业人员，以应对日益复杂的威胁;和广度教育战略，结合联合收割机技术知识与非技术主题，以确保未来的劳动力能够在日益复杂的环境中发挥作用[1]。网络安全教育的整体方法管理广度和深度之间的这种紧张关系，包括满足直接劳动力需求的短期干预措施和旨在解决整个教育需求生态系统的长期举措。这两部分特别部分侧重于平衡网络安全教育的广度和深度。它提供了一个机会，持续讨论的整体方法，提出发人深省的文章，挑战公认的方法，突出课程创新，并检查当前的战略。这一部分分为两个部分，开篇是一个批判性的视角，“对尤金H. Spafford在网络安全教育中平衡广度和深度。帕福德是计算和信息安全领域最有影响力的领导者之一，也是两位美国总统的网络安全政策顾问，他认为，广度与深度的讨论在某种程度上是关于快速修复与长期投资的讨论。关于网络安全竞赛，一种越来越受欢迎的短期干预措施，Spafford声称，虽然它们是发现人才以填补关键短缺的有用工具，但不应过分强调。相反，快速解决办法应与长期战略相结合，以培养对关键环境需求有更深入了解的人。第二篇文章，“网络安全教育深度的案例“，作者丹尼尔曼森和罗纳德派克，提供了一个关于比赛作用的另一种视角，并强调了它们作为发展深度理解的工具的潜力。通过竞赛，有抱负的网络安全专业人员可以获得相关的实践经验，加深他们对复杂任务的理解。竞争通过提供正规课堂之外的必要深度经验，增加了教育系统的局限性。通过这种方式，竞赛既可以作为短期干预，也可以作为深化技术技能的长期战略的一个组成部分。在第三篇文章中，“让学习者参与网络安全职业：从国家网络联盟的启动中吸取的教训“，我的同事，大卫.
B uilding a cybersecurity workforce of sufficient quality and quantity has become a global imperative [2,3]. In the rush to add degree programs and augment curricula, academic institutions struggle to address simultaneous calls for depth—workforce remedies that, as quickly as possible, develop cybersecurity professionals with deep technical knowledge to counter increasingly sophisticated threats; and breadth—educational strategies that combine technical knowledge with non-technical topics to ensure that the future workforce is well equipped to function within increasingly complex environments [1]. A holistic approach to cybersecurity education manages this tension between breadth and depth, and includes both short-term interventions to meet immediate workforce requirements and long-term initiatives designed to address the entire ecosystem of educational needs. This two-part special section focuses on balancing both breadth and depth in cybersecuri-ty education. It provides an opportunity for sustained discussion of the holistic approach by presenting thought provoking articles that challenge accepted approaches, highlight curricular innovations, and examine current strategies. The two-part section opens with a critical perspective, " An Interview with Eugene H. Spafford on Balancing Breadth and Depth in Cybersecurity Education. " pafford, one of the most influential leaders in the fields of computing and information security and an advisor to two U.S. Presidents on cybersecurity policy, suggests that the breadth vs. depth discussion is, in part, a discussion about quick fixes versus long-term investments. With regard to cybersecurity competitions , an increasingly popular short-term intervention, Spafford asserts that while they are useful tools for identifying talented people to fill critical shortages, they should not be overemphasized. Rather, quick fixes should be coupled with longer-term strategies to produce individuals who have a deeper understanding of critical environmental needs. The second article, " The Case for Depth in Cybersecurity Education " by Daniel Manson and Ronald Pike, provides an alternative perspective on the role of competitions and emphasizes their potential as a tool for developing deep understanding. Through competitions, according to the authors, aspiring cybersecurity professionals can gain relevant , hands-on experience that deepens their understanding of complex tasks. Competitions augment limitations in the educational system by providing the necessary depth of experience outside of the formal classroom. In this way, competitions can serve as both a short-term intervention and as a component of a longer-term strategy to deepen technical skillsets. In the third article, " Engaging Learners in Cybersecurity Careers: Lessons from the Launch of the National Cyber League, " my colleagues, David …