Cyber Security, Defence and Operations
Cyber Security, Defence and Operations
Table of Contents
Study Facts
- Prog. CodeCSDO
- NQF Level5.2
- Credits120
- Valid fromV27
- Versionv1.0 (2026-11)
- Study ModeFull-time, Part-time
- Program Manager
Cyber Security, Defence and Operations is a two-year higher vocational degree that prepares students to work in cyber security. Organisations depend on networks and systems that are designed securely, monitored for threats, tested for weaknesses and investigated when incidents occur. The programme is suitable for applicants with or without previous experience in IT. The first year gives students a broad foundation in networks, servers, cloud services and security, and the second year specialises in cyber security.
In the second year, students develop knowledge and practical skills in designing and securing networks across offices, data centres, cloud services and operational technology (OT). They learn to monitor systems and to detect, contain and recover from incidents. They also learn to test systems for vulnerabilities within legal and ethical boundaries, and to investigate incidents and handle digital evidence. Together, the four courses introduce the work of security operations, penetration testing and digital forensics.
AI is used as a study and work tool, and students learn how AI and automation are applied in security monitoring, detection and incident response, and how AI systems are secured. Students learn to check AI output and threat information against reliable sources and to keep their knowledge up to date as threats change. Students primarily work independently, but some courses also involve collaborative activities, such as a crisis simulation with students from other programmes. The programme also develops their ability to explain their choices, report findings to technical and non-technical audiences and act ethically when they have privileged access to systems and data. After completing the programme, graduates may qualify for entry-level work in security operations, network security, penetration testing and digital forensics.
Students at Noroff access their learning resources through Moodle, our learning management system (LMS). Each course follows a structured progression that guides students through the learning content, activities and assessments, supporting them in gradually developing the knowledge, skills and general competence described in the learning outcomes. Learning resources combine written content, video and practical activities, and learning activities, assignments, assessment criteria and deadlines are all available in the LMS. Students work mainly independently, and selected courses include collaborative work.
Microsoft Teams is used for communication and interaction between students and teachers. Students are expected to contribute to an inclusive and supportive learning environment through active participation and collaboration.
Students take an active role in their own learning and are responsible for keeping up with the planned progression. This includes setting aside enough time for their studies, completing learning activities and assignments, and seeking support from teachers and fellow students when needed.
The programme is designed for asynchronous learning, giving students flexibility in how they organise their studies. Students can access learning resources and plan their own study time within the set progression and deadlines. Synchronous activities, such as live sessions, may be provided as additional resources.
English is the primary language for learning resources, communication, delivery and assessment.
Vocational education at Noroff can expand career opportunities and lay lifelong learning foundations. Throughout the programme, students will familiarise themselves with key competencies relevant to industry employment.
Career opportunities
After graduation, the candidate may qualify for work within these areas:
- Network Security Technician
- SOC Analyst
- Junior Penetration Tester
- Incident Responder
The Norwegian Qualifications Framework for lifelong learning (NQF) defines the levels of qualifications in the Norwegian educational system. These levels describe the knowledge, skills, and competence a learner is expected to achieve as a result of a learning process. Categories in NQF are defined as:
Knowledge: Understanding theories, facts, principles, procedures in the discipline, subject area and/or occupation.
Skills: Ability to utilise knowledge to solve problems or tasks (cognitive, practical, creative and communication skills).
General Competence: Ability to independently utilise knowledge and skills in different situations.
After graduation from this programme, students have acquired the following learning outcomes:
The candidate:
- has knowledge of concepts, theories, models, processes and tools that are used to secure, monitor, test and investigate ICT systems and networks on-premises, in the cloud and in operational technology (OT)
- has knowledge of concepts, theories, models, processes and tools that are used to apply AI and automation in security monitoring, detection and incident response, and to secure AI systems
- can assess their own work in relation to the applicable norms and requirements for information security, privacy, incident reporting, digital evidence and security testing
- has knowledge of the cyber security industry and is familiar with work in security operations, penetration testing and digital forensics
- can update their knowledge through threat intelligence, vulnerability information and vendor documentation
- is familiar with the history, traditions, distinctive nature and place in society of cyber security and its role in protecting critical infrastructure
- has insight into their own opportunities for development in cyber security
The candidate:
- can explain their choices when securing systems, handling incidents, testing for vulnerabilities and investigating evidence
- can reflect over their own practice and adjust it under guidance
- can find and refer to information and material, including threat intelligence and output from AI tools, and assess its relevance to an issue
- can assess a network, system or cloud environment, identify security issues and determine what measures need to be implemented
The candidate:
- can plan and carry out tasks and projects to secure networks and systems and to detect, respond to and recover from incidents, alone and as part of a group and in accordance with ethical requirements and principles
- can plan and carry out tasks and projects to test systems for vulnerabilities and to investigate incidents and digital evidence, alone and as part of a group and in accordance with ethical requirements and principles
- can carry out security work based on the needs of selected target groups
- can build relations with their peers, also across discipline boundaries, and with external target groups
- can exchange points of view with others with a background in cyber security and participate in discussions about the development of good practice
- can contribute to organisational development of security routines, detection and incident handling
|
Course name |
Semester |
Weeks |
Hours |
Credits |
|---|---|---|---|---|
|
IT and Network Foundations |
1 |
10 |
420 |
15 |
|
Windows Technologies and Programming Foundations |
1 |
9 |
378 |
15 |
|
Total semester 1 |
|
19 |
798 |
30 |
|
Cloud Platforms |
2 |
10 |
420 |
15 |
|
Cyber Security and Digital Resilience Foundations |
2 |
9 |
378 |
15 |
|
Total semester 2 |
|
19 |
798 |
30 |
|
Secure Networks and OT |
3 |
10 |
420 |
15 |
|
Security Operations and Incident Response |
3 |
9 |
378 |
15 |
|
Total semester 3 |
|
19 |
798 |
30 |
|
Vulnerability Management and Ethical Hacking |
4 |
10 |
420 |
15 |
|
Digital Forensics |
4 |
9 |
378 |
15 |
|
Total semester 4 |
|
19 |
798 |
30 |
|
Total programme |
|
76 |
3,192 |
120 |
Learning activities at Noroff are based on Noroff's Pedagogical framework.pdf and four core principles: industry relevance, practical work, collaboration and guidance. Together, these principles support a student-active learning experience that prepares students for professional working life.
Learning activities are aligned with the learning outcomes and provide students with opportunities to understand, explore, practise and apply what they are learning. Activities may include practical tasks, reflection, problem-solving, discussions, collaborative work, cases and projects. The specific activities vary according to the learning outcomes.
Industry relevance connects learning to professional practice. Students work with methods, tools, cases and problems that reflect current working life.
Practical work gives students opportunities to apply knowledge and develop skills through active engagement.
Collaboration is an important part of the learning process. Collaborative work may be included as part of coursework requirements or assessment, as specified in the course description. Students work with others to exchange ideas, explore different perspectives, solve problems and develop their ability to contribute in a team. Explaining ideas to others, giving and receiving feedback, and taking different roles in collaborative work can support reflection and deeper understanding.
Guidance supports students' learning and progression. Students receive guidance and feedback from teachers and fellow students. Students are expected to actively use feedback to reflect on their work, make improvements and further develop their knowledge and skills.
More detailed information about learning activities is provided in the course descriptions.
Assessment consists of coursework requirements and course assignments, designed to support student learning and to evaluate whether students have achieved the learning outcomes.
Coursework requirements may be used to assess specific learning outcomes or to ensure participation in essential learning activities. Course assignments assess whether students have achieved the learning outcomes of the course. Throughout each course, students receive feedback and guidance to support their learning and development.
The assessment methods and coursework requirements for each course are described in the course descriptions.
Information about equipment requirements is available on our website under Programme information.
[The link will be updated when the programme starts.]
There are three ways to meet the admission criteria and be enrolled as a student:
1. By upper secondary education (videregående skole)
- Higher education entrance qualification from Norway or abroad
2. By Norwegian vocational upper secondary education
- Documented craft or journeyman's certificate (fag- og svennebrev) or vocational qualification (yrkeskompetanse) in a relevant programme area, for example:
- Electrical Engineering and Computer Technology (Elektro og datateknologi)
- Technology and Industrial Production (Teknologi- og industrifag)
- Information Technology and Media Production (Informasjonsteknologi og medieproduksjon)
3. Prior learning and work experience
More information about admission requirements is available here: https://www.noroff.no/sok/opptakskrav