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Building a Skilled Cyber Security Workforce in Latin America

Insights from Chile, Colombia and Mexico

image of Building a Skilled Cyber Security Workforce in Latin America

As societies become increasingly digital, the importance of cyber security has grown significantly for individuals, companies, and nations. The rising number of cyber attacks surpasses the existing defense capabilities, partly due to a shortage of skilled cyber security professionals. This report delves into the analysis of the demand for cyber security experts in Latin America, using information from online job postings in Chile, Colombia, and Mexico. The analysis investigates recent trends in job demand for various cyber security roles, the geographical distribution of cyber security job postings, and the evolving skill requirements in this field. Additionally, the report focuses on the supply side by examining the landscape of cyber security education and training programmes in Colombia. It explores the different types of programmes offered in vocational and higher education, the characteristics of learners enrolled in these programmes, and their outcomes. Lastly, the report examines policies and initiatives implemented in Colombia to enhance the accessibility and relevance of cyber security education and training programmes. This report is part of a broader initiative that examines the evolution of policies and experiences in the cyber security profession around the world.

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The landscape of cyber security education and training programmes: The case of Colombia

This chapter explores cyber security education and training in Colombia, focusing on preparation for entry-level cyber security roles. It describes the landscape of education and training programmes, current learner profiles, and labour market outcomes. Special attention is dedicated to efforts to create a strong framework for the provision of cyber security programmes, including national strategies for cyber security skills, and efforts to diversify provision within higher education and to tackle teacher shortages. The chapter also looks at access and inclusion, describing challenges and initiatives designed to promote participation in cyber security learning, including among female learners and those from disadvantaged backgrounds.

English

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