CYS - Programme Specification
CYS - Programme Specification
UCAS Code NA
100376 - computer and information security (Major/50%)
HECoS Code
100365 - computer networks (Major/50%)
LDCS Code (FE Colleges) NA
Programme start date and
September 2021
cycle of starts if appropriate.
Subject Benchmark Statement 2019 by Quality
Underpinning QAA subject Assurance Agency for Higher Education's (QAA's), refer
benchmark(s) to https://www.qaa.ac.uk/
External:
Cyber Security Curricula 2017, ACM-IEEE Computer
Society -
https://www.acm.org/binaries/content/assets/educati
on/curricula-recommendations/csec2017.pdf
OU, UK Website : www.open.ac.uk
The Future of Jobs Report 2020-World Economic
Other external and internal Forum https://www.weforum.org/reports/the-future-
reference points used to of-jobs-report-2020
inform programme outcomes. Internal:
For apprenticeships, the AOU Mission, Vision and Values -
standard or framework https://www.arabou.edu.kw/university/Pages/vision-
against which it will be and-mission.aspx
delivered. Learning and Teaching Strategy, Arab Open
University https://www.arabou.edu.kw/blended-
learning/Pages/about.aspx
The Bachelor Degree Award Requirements Bylaws,
Arab Open University
https://www.arabou.edu.kw/university/Documents/Re
gulations/student/en/The%20Bachelor%20Degree%
20Award%20Requirements%20Bylaws.pdf
Cyber Security is concerned of all the technologies and practices that keep computer
systems and electronic data safe. And, as more and more of our business and social
lives are online, it’s an enormous and growing field. Accordingly, offering Cyber Security
programme is considered attractive to many educational explorers and industries.
The Cyber Security programme directly addresses the key challenges in Cyber Security
and cover the skills gap in the market. This programme is directly contributing to
positioning the University as the premier employment- focused and research informed
institution, thus allowing the University to make a positive impact on the economy, society
and culture of the MENA region and beyond through innovation and engagement.
The Cyber Security programme aims to provide graduates with an ability to:
1- Acquire the necessary theoretical foundation and practical skills in the Cyber
Security domain, which will enable them to work effectively in industry and
prepare them for postgraduate study.
2- Evaluate and analyse a broad range of tools and techniques, which are at the
forefront of defined aspects of Cyber Security and an ability to exercise critical
judgement.
3- Critically analyse and apply essential concepts, principles, practices, and
research showing effective judgement to frame questions and to solve problems.
4- Investigate and critically evaluate arguments, assumptions, and data to identify
the root cause of computer-based malicious activity.
5- Critically review and recognize the legal, social, ethical and professional issues
involved in Cyber Security and be guided by the adoption of their best practices.
6- Undertake projects to a professional industry recognized standard, within
Computer Security, by the consistent application of development, management
and evaluation methods and techniques.
7- Develop transferable skills necessary for employment including initiation,
commitment, time-management, decision making, documentation, presentation,
and the ability to communicate findings with both specialist and non-specialist
audiences.
2.2 Relationship to other programmes and awards
(Where the award is part of a hierarchy of awards/programmes, this section describes the
articulation between them, opportunities for progression upon completion of the
programme, and arrangements for bridging modules or induction)
To obtain the BSc. Honours degree in Cyber Security, students must achieve 360 credit
points in core modules. Cyber Security will also be offered as a pathway in the BSc of the
ITC programme
When you complete your studies for this qualification, you will have Learning and teaching strategy: Knowledge and understanding is
knowledge and understanding of: acquired from specially prepared teaching texts for majority of
modules, supported by self-assessment and in-text questions,
A1. Indicate a broad critical range of the fundamental principles, reference texts, multi-media packages, directed reading, computer
concepts and techniques in relation to design and development of mediated conferencing, web-based resources, and video and audio
secure digital systems and their secure use. recordings. Student learning is supported by a tutor, who is the
student’s first and main point of contact, answering their queries,
A2. Identify theories, practices, and major trends of Cyber Security grading and commenting on their work.
within networked systems including an appreciation of a range of
methods, models and tools to support secure management and AOU’s learning/teaching strategy provides contact hours that are
analysis of information systems, along with awareness of the equal to 25% of the course credit hours. Thus, AOU students
various operating systems and platforms. experience the benefits of both the open and traditional university
systems.
A3. Describe the development and implementation of secure systems The Cyber Security programme will be delivered through two
as well as methods and tools used in the design, implementation complementary modes:
and testing including offensive methodologies.
1. Face-to-face interactive tutorials, constituting 25% of course
credit hours.
A4. Recognize the professional, psychological, ethical, social and
legal issues that can be associated with the development and
deployment of digital systems.
On completion of this qualification you will have developed the Learning and teaching strategy: Cognitive skills and processes are
following cognitive skills: introduced at a very simple level at Level 1, primarily via material
specifically designed to develop mathematical, programming and
B1. Apply and critically evaluate key digital and Cyber Security technological skills in a progressive way. Although modules at Levels 2
concepts in a range of contexts.
and 3 continue this work, there is significant variation between modules in
the degree to which skills are taught explicitly in the module materials.
B2. Select and apply appropriate techniques and tools for
abstracting, modelling, problem solving, designing and testing Cognitive skills are promoted in the teaching materials via a range of
Cyber Security systems and be aware of the limitations involved activities including self-assessment exercises, multi-media tasks and
computer-based investigations. They are supported by tutor led face to
B3. Compare, contrast and critically analyse and refine face discussions and activities. Computer conferencing facilities provide
specifications and implementations of digital systems from a an environment for interaction bringing students, tutors and module
Cyber Security perspective. team’s members together for critical discussions and guidance. Tutor
feedback aids the development of these skills.
B4. Device and carry out Cyber Security project that applies and
extends your knowledge and understanding and critically reflect Assessment Methodology: Assessment of the cognitive skills of the
on the processes involved and the outcomes of your work. programme are achieved through a combination of continuous
assessment:
B5. Appreciate of the risks, safety issues, legislation and regulatory
requirements when designing/managing/deploying/securing a Every major module comprises of:
Cyber Security-based system. Tutor marked assignments (TMAs)
Midterm Assessment (MTA)
When you complete this qualification you will be able to: Learning and teaching strategy: Transferable skills are developed
throughout the programme. The skills of research, presentation, self-
D1. Communicate information, findings, arguments efficiently with reflection and communication are essential to all modules and are
specialized and non-specialized audiences through increasingly developed as the student progresses throughout the
professional documentation and presentation skills. programme. The interactive blended learning delivered through specially
designed support material helps students to enhance their own
D2. Demonstrate professional working skills including initiation, independent learning skills. AOU expect students to naturally develop the
commitment, decision making as well as the ability to work skills of learning to learn as they develop through the suite of modules,
individually and as part of a team. and this is drawn to their attention through a combination of skills based
assessment and tutor feedback during face-to-face tutorials and feedback
D3. Select, and use accurately, appropriate numerical and to assignments.
analytical techniques to solve problems.
Level-1 and level-2 modules supports the students in acquiring basic skills
D4. Use information retrieval skills, gathering and evaluating and level 3 modules expect students to show application of skills
different types of information. developed earlier levels. Higher level modules aim to develop students’
ability to conduct independent research using a variety of databases and
D5. Manage their own learning and development, including time websites, and to develop group-working skills. As work becomes more
management and organizational skills in order to keep up-to- complex at these modules, students are tested on their abilities to respond
date with digital and Cyber Security systems. positively to feedback from a variety of audiences, as well as to manage
increasingly large workloads.
In some cases the assessment is implicit, but where the relevant skills
have been taught in the related course material the assessment is
generally explicit.
Educational aims
The aim of this certificate is to equip you with the basic skills and knowledge that you
will need to underpin a career in the computing and IT sector. It will develop your
knowledge and understanding of the fundamental technologies, techniques and trends
of modern digital technology and introduce you to some of the issues involved in their
application. You will gain some practical experience in the use of a modern programming
environment and ubiquitous computing devices.
Learning Outcomes
A. Knowledge and understanding:
Students graduating from Cert HE IT & Computing (Cyber Security) should be able to:
A1. Indicate basic principles, concepts and techniques in relation to secure digital
systems.
A2. Identify basic theories, and practices of networking and security
A3. Describe basic steps for development and implementation of secure systems.
A4. Recognize main professional, psychological, ethical, social and legal issues in
IT.
B. Cognitive Skills:
Students graduating from Cert HE IT & Computing (Cyber Security) should be able to:
B1. Evaluate key digital and cybersecurity concepts in a range of contexts.
B2. Select appropriate techniques and tools for abstracting cybersecurity systems.
B3. Compare specifications of digital systems from a security perspective
D. Transferable skills:
Students graduating from Cert HE IT & Computing (Cyber Security) should be able to:
D1. Communicate information with specialized and non-specialized audiences
through documentation and presentation skills.
D2. Demonstrate working skills including initiation and commitment as well as the
ability to work individually and as part of a team.
D3. Select, and use accurately, appropriate numerical techniques to solve
problems.
D4. Use information retrieval skills
D5. Manage their own learning and development.
3.2.2. DipHE IT & Computing (Cyber Security)
Educational aims
The aim of this diploma is to equip you with the knowledge and skills you will need to
underpin a broad-based career in the computing and IT sector. As an independent
learner you will gain many transferable skills – such as communication, numeracy and
organisational – that are valued by employers. You will also acquire an understanding
Learning Outcomes
A. Knowledge and understanding:
Students graduating from DipHE IT & Computing (Cyber Security) should be able to:
B. Cognitive Skills:
Students graduating from DipHE IT & Computing (Cyber Security) should be able to:
B1. Apply and evaluate key digital and cybersecurity concepts in a range of
contexts.
B2. Select and apply appropriate techniques and tools for abstracting, modelling,
problem solving, designing cybersecurity systems.
B3. Compare and refine specifications and implementations of digital systems from
a cybersecurity perspective
B5. Appreciate of the risks, safety issues, legislation and regulatory requirements
when designing/managing a cybersecurity-based system
C1. Design digital and cybersecurity systems, using appropriate simulation and
modelling tools where appropriate
C2. Plan and organize yourself and your work appropriately, including keeping
systematic records of work in progress and outcomes
C3. Address the professional, ethical, social and legal issues that may arise during
the development and use of digital and cybersecurity systems
C4. Use appropriate professional tools to support your work
D. Transferable skills:
Students graduating from DipHE IT & Computing (Cyber Security) should be able to:
The Cyber Security Programme is designed to deliver a unique set of courses that
can help students to equip a set of analytical, practical and professional skills. This
program is designed to meet the requirements of AOU policies and frameworks. In
addition, the programme is supported through AOU strategic plan in term of offering
new programmes that meet MENA market’s needs.
Admitting students to Cyber Security program is consistent with AOU vision and
mission. The programme is designed to allow students from different ages and
experiences to join the programme and move on smoothly. However, some
restrictions might be applied according to the local policies at the offering countries.
The profile of admitting students is according to the mission of AOU and also in
compliance with the programme aims and available resources in the various
branches. All freshmen shall sit for the Language Placement Test in English pursuant
to the standards approved by the University Council. The students score low grade
in the admission test shall register for the English orientation course. However, the
credit hours due to such courses shall not be included in his/her cumulative averages.
Students may study for the first semester of the programme, only the university
general requirements. Elective modules are not part of the 360 points validated by the
OU but are present to satisfy overall aims of the programme and the labour market
needs. The programme comprises of two types of elective modules: faculty mandatory
In addition to the above mentioned, the programme has the following distinctive
features:
The program will be offered in blended learning teaching style, which provide
our students with more flexibilities in term of completing time and without any
geographical restrictions. All modules are delivered based on a blended learning
model, which consist of 25% face-to-face and 75% is self-learning. The 25% face-
to-face consist of 2 hours per week for 8 CHs module, and 2 hours biweekly for
the 4 and 3 CHs modules or based on local regulations of MoHE, in addition to
one office hour per 2 taught hours. On the other hand, the 75% self-learning
depends on the students’ self-study based on the teaching materials uploaded on
the Central-LMS. Such materials are mainly PowerPoint slides, lectures note,
activities, and other e-resources.
The selected courses in the program is unique and meet the market needs
locally and globally.
Professional staff with good experience in Cyber Security are hired to deliver
the core courses.
The program will enable the students to acquire professional certificates in the
domain of Cyber Security.
Boosted by the collective intelligence of multiple tutor teams at different
branches.
The programme will be offered by complying the local requirements of the
higher education ministries in the offering countries.
The Industrial Advisory Board (IAB) members in each branch will update the
demanding labour market skills and support in getting industrial training for the
graduates.
The 96 Credit Hours core modules are placed in section-3 for validation. Students
seeking a BSc Honours degree in Cyber Security (CyS) at AOU must complete at
least 131 credit hours including the 96 CH core modules and 35 AOU requirements.
Note:
1) The student will not be allowed to take more than one elective module per level
from the above Table-5.
2) The Cyber Security Students are highly recommended to study MT395 as an
elective module
The students will be encouraged to finish each level before moving on to the next
level. The details of core modules are given as follows:
The academic year at AOU consists of two main academic semesters (Fall and Spring),
each consists of 16 weeks, and additional (optional) summer semester of 10 weeks. The
following structure plan is a suggested plan based on Fall and Spring semesters.
First Year
Semeste Credit
Modules Title Prerequisite
r Hours
EL111 English Communication Skills I 3 EL099
1st GR118 Life Skills and Coexistence 3 -
(13 CHs) GT101 Computing Essentials 3 -
MST129 Applied Calculus 4 EL099
AR113 Arabic Communication Skills 3 -
2nd EL112 English Communication Skills II 3 EL111
(14 CHs) MT131 Discrete Mathematics 4 EL111
MT132 Linear Algebra 4 EL111
Second Year
Semeste Credit
Modules Title Prerequisite
r Hours
GB102 Principles of Entrepreneurship for -
1st 3
Non-Specialists
(14 CHs) EL111
M110 Python Programming 8
A module from University -
3
Requirement/Elective
Faculty Requirements
MST129
Applied Calculus
(4 CHs)
Specialization/Core Requirements
Level 1 TM129 MT131 MT132 M110 TM112
(AOU) Technologies in Discrete Linear Python Introduction to
= Practice Mathematics Algebra Programming computing and
Level 4 (8 CHs) (4 CHs) (4 CHs) (8 CHs) information
(OU) technologies
(8 CHs)
Faculty Elective
MS102 M109 MT101
Physics .NET Programming General Mathematics
(3 CHs) (3 CHs) (3 CHs)
Level 2 Faculty Requirements
(AOU) TM260
AOU provides various services to ensure that all students enjoy peaceful and calm stay, and
assists them in dealing with any psychological, behavioural, social, educational, financial,
health and safety. Students at AOU, including FCS students, are offered various methods of
student support. These include:
LMS features help students to post queries, search for information over a certain topic, read
daily posts and comments. Some of the LMS features are as follows:
• Assignment submission through the TMAs submission links
• Discussion forum between all users
• Downloading and uploading processes
• Getting marks
• Using Moodle Instant Messages
• Doing online quizzes
• Accessing mock up exams
• Having access to the E-Library
• adding course page for student/tutors (introduction, communication tools, announcement
section, TMA & MTA grades section, contact your teacher section)
• Providing a free plagiarism online checker website on the LMS to help students in
checking their TMA similarity.
• Check all university announcements through the LMS Home Page
• Joining LMS online training link
Student Counselling Unit: The unit, available at some branches and being adopted for
future implementation in many, provides a range of services and activities that help the
student to achieve social and psychological adaptation. Individual sessions in which the
student meets with the Psychological Counsellor. These sessions help the students to
identify the problems facing them or the difficulties that prevent them from achieving their
objectives. The Psychological Counsellor helps them to develop skills and capabilities which
can help them to handle all kinds of problems.
ICT facilities:
• IT Help Desk
• Student email
• Wireless Internet access most of the AOU country campuses.
• Student representatives in the Student Council and Branch Council allowing students to
share in the decision making process.
AOU, based on its belief in equal-opportunity education and the two interconnected principles
of lifelong learning and education for all, tries to reach out to as many learners as possible.
This is why it tries – in those branch countries where there are interested learners – to open,
in addition to the main branches themselves, centres in remote areas, making education
available to those who may not have an opportunity otherwise.
The standard criterion for admission to FCS programme is a high school certificate or its
equivalent in the scientific pathway. The FCS follows the AOU’s policies and Rules and
Regulations, considering the students’ entry into the undergraduate CyS programme. The
main Entry Requirement into the CyS Programme is a valid High School certificate.
Nevertheless, it is worth noting that the admission criteria should fulfil any other conditions
determined by the university or competent authorities of the offering branch countries.
In all AOU branches students will find the same process of admission through the following
link: https://www.arabou.edu.kw/students/pages/apply-to-aou.aspx
[Note: This link contains all the details on the admission policies and procedures at the nine
branches, as well as the application process.]
7. Language of study
AOU assessment strategy is based on general principles and procedures aiming to organize
and monitor the examinations at all AOU branches. AOU regulations include validation (pre-
assessment moderation) of examination questions and answer keys by external examiners
(EE), audit tutors’ marking, post-assessment moderation; and 4 tiers of examination
committees.
Below is a brief about the major assessment principles, policies, and procedures adhered
to by FCS.
All forms of assessment must aim to test the Learning Outcomes (LOs) associated
with the module.
The creation and administration of all types of assessment is a team work (e.g.
branch module coordinators (BCCs), module chairs (GCCs), programme
coordinators (PCs), Deanship team, and External Examiners (EEs)).
All assessment components are reviewed and approved by EEs.
Strict quality measures take place to guarantee fair/correct marking at all branches
and across them through Cross branch marking (CBM)
Sample of students’ marked work/scripts from all the modules per branch as well as
the CBM are review by EEs.
There are four tiers of Examination Board structure to approve the final students’
results at the end of each semester.
The FCS maintains contact with EEs throughout the semester, and informs them about any
issues that arise concerning student assessment. The EEs and the OU Academic Reviewer
are involved in establishing the quality of the academic delivery, academic material
preparation, assessment and guidance throughout the semester.
All EEs are members of CAC and FEC. The Chief External Examiner is a member of CEC.
The composition of all examination boards has been clearly spelled out in the AOU
Examination Rules and Regulations. The composition of all examination boards is
appropriately maintained by the AOU administration. Marks submitted by branches are
considered at HQ by CAC, FEC and ultimately by the CEC. In this way, cross-branch review
is achieved.
The FCS follows the AOU’s assessment policies, rules and regulations. The assessments
at AOU comprise of 3 essential components with their relative weight as follows:
Preliminary presentation: 5 %
Project Report Part-1: 25%
Project Presentation (Final): 10%
Project Report (Final): 35%
Project deliverable: 25%
The TMA and the MTA parts of the assessment form the Continuous Assessment
component at AOU. The TMA assessment component is part of the Formative Assessment
at AOU and detailed feedback is provided to students on their TMA work. The MTA and
Final Examinations are part of the Summative Assessment at AOU.
Feedback on Assessment:
The students are provided detailed feedback on their TMA work and this is an essential part
of learning at AOU. Tutors use a detailed form for this purpose in which marks for each part
of the TMA are clearly distributed. The feedback form also has specific area for the tutors to
provide feedback to students concerning their strengths, weaknesses and steps for
improvement. The tutor uses this form to provide detailed feedback to students and to
suggest corrective and improvement actions. Feedback is also provided to students during
in class face-to-face tutorials and during laboratory and office hours maintained by the tutors.
AOU follows the Grade Point Average (GPA) on a scale of 0 to 4 in its grading processes,
i.e., the different categories of achievement are distinguished by awarding students grades
on a scale from 0 to 4.
5. Quality of Assessment:
QAA defined Benchmark standards and the excellence level are taken into consideration in
the preparation of the assessment materials. The assessment materials contain questions
of appropriate difficulty level standard in order to differentiate students according to their
knowledge level and skills. The assessment materials are subject to External Examiners’
scrutiny to ensure that standards are compatible to institutions of similar standings in the
UK.
The FCs adopts transparent and fair mechanisms for marking and for moderating marks. All
tutors responsible for marking are provided with model answers (approved by EEs) to the
questions they will be marking. In addition, grades given by branch tutors are audited by
internal staff member to ensure correct marking process.
Cross Branch Marking (CBM) is performed in FCS to ensure uniformity of script marking.
The Deanship collects scripts from branches for various modules and these are distributed
to other selected branches for the purpose of CBM. CBM reports are generated by the
concerned tutors and the Deanship ensures that marking across branches is standardised
and uniform.
The assessment procedures are secure and we have full confidence in their integrity and
trustworthiness. The following steps are implemented to ensure the security and integrity of
the assessment procedures:
The assessment process is objective in nature since the entire process is open and
accessible to EEs’ scrutiny.
NA
10. Methods for evaluating and improving the quality and standards of teaching and
learning.
As a partner of the OU, UK, AOU is required to meet all academic standards required for
validation and accreditation set for UK universities and institutes of higher education. This
includes engagement with the QAAD Academic Infrastructure and guidelines provided by the
OU, UK. AOU offers its programme in 9 Arab countries, it is crucial to meet the local quality
assurance requirements in the offering countries as well.
FCS continuously evaluates the quality and standards of teaching and learning of the
programmes and its delivery using different well-designed appraisal and evaluation
systems that include key indicators for assessing the performance of the offered
programmes. Following are the methods for evaluating and improving the quality and
standards of teaching and learning adopted in AOU
10.1 Programme
10.3 Assessment
Cross-programme discussions with all branches through the members of the academic
committee
Faculty Council meetings.
Implementation of best practices in 9 different branches with 4 different Faculties.
10.6 Local recognition by the local Authorities of Higher Education and Validation
Agencies
It is worth mentioning that the programme offered at FCS is subject to the conditions and
criteria of accreditation in the branch countries where the programmes are offered. Local
All parties of the FCS and each in its own capacity, contribute significantly to the improvement
of the FCS programme in the following areas:
Encouraging examples of good practice among the different branches to enhance the
FCS programme and disseminating them across AOU branches.
Conducting Faculty Development Workshops
N.A
Level 3 TM311 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
(AOU)
=
TM359 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Level 6 T318 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
(OU) TM471 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
3 – Learning outcomes must also reflect the detailed statements of graduate attributes
set out in QAA subject benchmark statements that are relevant to the
programme/award: subject-benchmark-statement.pdf.
4 – In section 3, the learning and teaching methods deployed should enable the
achievement of the full range of intended learning outcomes. Similarly, the choice of
assessment methods in section 3 should enable students to demonstrate the
achievement of related learning outcomes. Overall, assessment should cover the full
range of learning outcomes.
5 - Where the programme contains validated exit awards (e.g. CertHE, DipHE, PGDip),
learning outcomes must be clearly specified for each award.
6 - For programmes with distinctive study routes or pathways the specific rationale and
learning outcomes for each route must be provided.