1. 1 Building Capacity for a Digital Nation

2. 2 …we will begin a national campaign to promote cybersecurity awareness and digital literacy from our boardrooms to our classrooms, and to build a digital workforce for the 21st century. And that's why we're making a new commitment to education in math and science, and historic investments in science and research and development. Because it's not enough for our children and students to master today's technologies -- social networking and e-mailing and texting and blogging -- we need them to pioneer the technologies that will allow us to work effectively through these new media and allow us to prosper in the future. President Barack Obama, 29 May 2009

3. GradeFour GradeEight CountryScoreCountryScore Hong Kong607Chinese Taipei598 Singapore599Rep. of Korea597 Chinese Taipei576Singapore593 Japan568Hong Kong572 Kazakhstan549Japan570 Russian Federat. 544Hungary517 England541England513 Latvia537Russian Federat. 512 Netherlands535United States508 Lithuania530Lithuania506 United States529Czech Republic 504 3 Computing and Information Sciences as Intended Major on SAT (IT Business Advocacy Roundtable (2008)) Supply of Traditional NIT Graduates (1995-2000) (NCES) TIMSS Mathematics Test Score Comparison (2007): Avg. = 500 Source: TIMSS (2007)

4.  Track 1 - National Cybersecurity Awareness  Track 2 - Formal Cybersecurity Education  Track 3 - Federal Cybersecurity Workforce Structure  Track 4 - Cybersecurity Workforce Training and Professional Development 4

5. 5 Track 2: Formal Cybersecurity Education Scope  Track 2 includes K-12 (focusing on foundational skills such as math, science and computer science) and Higher Education (focusing on STEM fields) leading to a postsecondary degree, apprenticeships or other occupational certifications or a licenses.  Track 2 also encourages cybersecurity competitions at the secondary and higher level education levels.

6. 6 Track 2: Formal Cybersecurity Education Scope  Track 2 is depicted in the pipeline diagram on the next slide, which shows a “pipeline” where “students” (transitioning from early education to secondary to postsecondary education and workers transitioning to better, family-supporting jobs in viable or new and emerging industries) are impacted by various “inputs” applied by Track 2 and the overall National Initiative for Cybersecurity Education (NICE) to various “outputs” shown on the right side of the pipeline (cybersecurity researchers and professionals, cybersecurity-capable workers and cybersecurity aware citizens).

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8.  Establish national leadership among all stakeholders to support the broader objectives of Building Capacity for a Digital Nation and expand participation by stakeholders supporting the Formal Cybersecurity Education Track.  Refine the Formal Cybersecurity Education Track pipeline model to establish a comprehensive understanding of how “inputs” affect “outputs.” 7

9.  Establish and fund programs to support the optimized Formal Cybersecurity Education Track pipeline model (fund and support “what works” for Formal Cyber Education.)  Promote the creation of a cybersecurity professional degree track, together with appropriate cybersecurity occupational certification programs. 7

10. It is important to note that this promotion will ultimately have to be done by the academic community and cannot be done directly by the Federal government. 7