日本におけるリカレント教育の可能性 ２ －テキサス大学のサイバーセキュリティ教育－

日本が参照し得る米国のリカレント教育の事例として，テキサス大学サンアントニオ校のサイバーセキュリティ（CS）教育を分析した。この大学は新分野であるCS課程を米国で早期に設置した。社会人学生を含めて学修成果が重視され，実際的・体験的な課程として評価が高い。教育・研究とともにCSの普及啓蒙活動がなされた。CSには防御側と攻撃側の戦いという側面があり，ゲームの競技会やそれを介した才能の発見につながった。リカレント教育は最近の日本の政策課題である。本稿の示唆として，CSはリカレント教育に適し，共同体全員の仕事であり，教育課程の構造化と柔軟性の均衡が重要である。

A research of cybersecurity (CS) education in the University of Texas at San Antonio (UTSA) was conducted as a case study of recurrent education that Japan can refer to in the United States. The findings were summarized as follows. (1) UTSA is one of the first universities that started CS education in the United States. The CS courses were set up in the faculties of science and business administration. USTA provides practical CS education and its reputation is high. The online course was developed by the Institute for Transformational Learning and offers almost the same content as a face-to-face course. The main content of the CS course consists of computer science and the accumulation of actual CS know-how. (2) Along with the education and research, a wide range of off-campus dissemination and community support activities are carried out. One of the characteristics of CS is the battle between the defender and the attacker, which leads to the CS game competitions and makes it possible to discover talent through it. (3) The Texas state government has a higher education plan with four goals: increasing the rate of enrollment, increasing the number of graduates, acquiring marketable skills, and reducing the burden of tuition fees. The CS education in UTSA supports the first three, but not the fourth, relying on the corporate scholarships and the expectation of high income after graduation. (4) The recurrent education has become a policy issue in Japan. The implications for Japan are as follows. a) CS is suitable for a recurrent education. b) CS is a field of work for all members of the community, not just experts. The development of multi-layered CS education is expected. c) It is important to balance the structuring of the CS curriculum with keeping the flexibility to respond to progress.