The objective of this project is to foster and strengthen the cooperation between EHU and NAUSS to design comprehensive curricula for these institutes. Further objectives are discussed below:
Forming Multi-level Community
To form a multi-level and resiliently composed community: (a) academics (from junior to senior faculty members, HoDs and Deans); (b) industry (different organizational level staff in wider industry sectors) and (c) government and other stakeholders (such as policy makers; further and higher education sectors; accreditation bodies; and defence sector). The goals will be to engage this wider community to exchange ideas; involve in the curricula development process through reviews; and participation in the workshop (either physically or through online mode). This also expect to facilitate the wider adoption of the curricula.
Creating an Online Information Landscape
To create an online information space: (a) to share open and freely accessible curricula and related resources; (b) disseminate events and curricula adoption (use cases) information; and (c) connect the community during and after the completion of the project.
Creating Comprehensive Curriculum
To create comprehensive curriculum for digital forensics by systematically and extensively examining the relevant documents such as (a) Cybersecurity curricula by ACM; (b) CyBok by NCSC, UK; (c) Saudi Framework for Higher Education in Cybersecurity (Cyber-Education) by the National Cybersecurity Authority in Saudi Arabia; (d) Computing Curricula by ACM and IEEE-CS; and (e) Qualification Specification by BCS, UK, relevant degree programs and by consulting the community of experts and relevant stakeholders.
Designing Mapping Network
To design a curricula adoption mapping framework (by mapping knowledge areas, learning outcomes; indicative content and skill sets) for multiple sectors: (i) corporate sector (including primary, secondary, tertiary and quaternary sectors); (ii) law enforcement (civil and criminal); (iii) state security (critical national infrastructure sectors and other areas); (iv) public sector (such as public corporations, local authorities and state services); and (v) society (individuals and community); and
Creating Knowledge Tree
To create a detailed interdisciplinary knowledge tree to facilitate the adoption of curricula by both higher education institutes and for professional trainings or career professional development by training providers or organizations.