ABSTRACT
The study of cyber security education is less than three decades old. Its philosophy is far from settled. This chapter provides a sketch of several historical aspects of education for professionals at the tertiary level and discusses the overall political/policy settings that have been in play. The underlying philosophy has involved a large-scale relegation of cyber security education and training to non-traditional education sources newly created for the purpose. This has led to a compartmentalisation through nano-credentials that may not pay adequate regard to over-arching issues and more comprehensive education, even though the field of cyber security itself was mapped out rather presciently by a ground-breaking US Task Force report first published in 1970. Taking Australia as a case study, the chapter questions the adequacy of financial and policy commitment to the challenges in that country against accelerating and more focused activity in some other countries, most notably the United States and the United Kingdom.
