IT Operations and Security
IT Operations and Security
Table of Contents
Study Facts
- Prog. CodeIOS
- NQF Level5.1
- Credits60
- Valid fromV27
- Versionv1.0 (2026-11)
- Study ModeFull-time, Part-time
- Program Manager
IT Operations and Security is a one-year higher vocational degree that prepares students to work in IT operations. Organisations depend on computers, networks, servers and cloud services that are configured correctly, run reliably and are protected against attacks and failures. The programme is suitable for applicants with or without previous experience in IT. It can be taken on its own, and it also makes students eligible for the second year of three two-year higher vocational degrees.
Students develop knowledge and practical skills in setting up, operating and troubleshooting networks, servers and operating systems on-premises, and in moving services to the cloud and managing them in hybrid environments. They learn to automate administrative tasks through scripting and programming, and to protect identities, data and systems. They also learn to assess where an IT environment needs to change, and to handle incidents and maintain business continuity in line with relevant laws and regulations. Together, the four courses introduce the areas that the second year of each two-year degree builds on.
AI is used as a study and work tool. Students learn to check its output against reliable sources and to keep their knowledge up to date as platforms and tools change. Students primarily work independently, but some courses also involve collaborative activities in online teams. The programme also develops their ability to document their work, communicate technical information to 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 IT operations.
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.
Graduates may qualify for the second year of the higher vocational degrees Cyber Security, Defence and Operations, Cloud Security and Infrastructure, and Digital Resilience and Compliance.
Career opportunities
After graduation, the candidate may qualify for work within these areas:
- IT Consultant
- IT Support Engineer
- Network Administrator
- Junior Cloud Engineer
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, processes and tools that are used to set up, operate and troubleshoot computers, networks, servers and cloud services in on-premises, cloud and hybrid environments, and of how AI and automation support this work
- has knowledge of concepts, processes and tools that are used to secure identities, data, systems and networks, handle incidents and maintain business continuity
- has insight into relevant regulations, standards, agreements and quality requirements for privacy, information security, risk management and the responsible use of AI in ICT operations
- has knowledge of the ICT industry and is familiar with IT roles, project work and how IT teams collaborate
- can update their knowledge of ICT systems and services through vendor documentation and publicly available sources
- understands the importance of ICT and cloud services in a societal and value-creation perspective
The candidate...
- can apply knowledge to practical and theoretical problems in implementing, configuring, managing and troubleshooting on-premises, cloud and hybrid ICT environments
- can apply relevant tools and techniques to set up, manage and secure networks, servers, user identities and cloud resources
- can apply scripting, programming and infrastructure as code to automate tasks and to handle and present data
- can find information and material that is relevant to an ICT problem in vendor documentation and technical standards, and check output from AI tools against it
- can assess a network, server environment or cloud environment, identify issues related to performance, availability, security or a move to the cloud, and determine what measures need to be implemented
The candidate...
- understands the ethical principles that apply to data processing and the use of AI in the ICT field
- has developed an ethical attitude in relation to the practising of their discipline, particularly when handling sensitive information, privileged access and other people's data
- can carry out installation and configuration work based on the needs of selected target groups and according to project specifications
- can build relations with their peers, also across discipline boundaries and in online teams, and with external target groups, and communicate technical information to non-technical audiences
- can develop work methods, products and/or services of relevance to ICT operations, on-premises and in the cloud
|
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 |
|
Total programme |
|
38 |
1,596 |
60 |
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