In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
Campuses are increasingly positioning themselves as attractive locations forbusinesses. This research studies how this plays out in Amsterdam. We conclude that there is currently much fragmentation in efforts to position the campus landscape as business location, and provide some policy recommendations.
Worldwide there is a lack of well-educated and experienced information security specialists. The first step to address this issue is arranging enough people with a well-known and acceptable basic level of information security competences. However, there might be a lot of information security education and training, but there is anything but a well-defined outflow level with a known and acceptable basic level of information security competences. There exists a chaotic situation in respect of the qualification of information security professionals, with the emergence of a large number of difficult to compare certificates and job titles. Apparently the information security field requires uniform qualifications that are internationally recognized. Such qualifications could be an excellent way of unambiguously clarifying the knowledge and skills of information security professionals. Furthermore it gives educational institutions a framework which facilitates the development of appropriate information security education and training.
