Over the past twenty years, cyberspace has become an integral part of people’s lives in many developing countries. Gcaza and Von Solms (2017) note that “nowadays, having Internet access is deemed to be a basic human right” (p. 1). The economies and politics of developing countries have also undergone partial digitalization. It has lifted tens of millions of people out of poverty and strengthened the economic positions of many developing nations in the world arena. However, it would be unwise to believe that cyberspace is where only honest and kind people do business for personal or public benefit. Along with the expansion of cyberspace, cybercrime has emerged and spread widely. The actions committed by cybercriminals in the online space threaten the lives and well-being of ordinary people in real life. According to Schjølberg (2018), “if digital systems are insufficiently secured, this may result in cyberattacks that can destabilize governments, electoral systems, economic systems, media spheres and public debate” (para. 10). Therefore, one of the critical tasks of developing nations today should be developing their cybersecurity workforce.
The lack of a cybersecurity workforce sometimes creates problems for underdeveloped nations that foreign professionals from wealthy countries cannot solve. For example, “inadequate legislation on cybercrime contributes to making countries of the Global South attractive hiding places for criminals” (Schjølberg, 2018, para. 11). The increased crime situation in the online space and real life threatens people’s lives, monetary assets, and personal data. It also discourages international global business actors from interacting with emergent nations’ markets. Therefore, the cybersecurity workforce is crucial for the healthy economic development of developing countries.
Digitalization and globalization have allowed many people in underdeveloped countries to acquire digital and information technologies such as personal computers and smartphones. The problem is that many of them start using these devices both in their personal lives and in their workplaces, being uneducated about the basics and nuances of cybersecurity due to the lack of a cybersecurity workforce in these countries. It threatens the security of Internet users in these cyberspaces. The fact that cybersecurity is only taught at universities only exacerbates the situation (Venter et al., 2019). The lack of education in cybersecurity primarily affects the female population (Venter et al., 2019). The cybersecurity workforce will enable developing nations to create an effective cybersecurity education program that will provide the necessary knowledge for the population.
The lack of help from developed countries in the training and education of a cybersecurity workforce for developing nations can negatively affect the former. One of such negative consequences is the growing activity of cyber terrorists and cybercriminals in the online space of wealthy countries. Cooperation and collaboration between all actors of the global network are essential to ensure the safety of users on the Internet (Wanglai, 2018). It is impossible to achieve without qualified specialists in national cyberspaces with knowledge of linguistic, religious, and cultural characteristics. It is in the interest of all political and economic players in developed nations to help developing partners build a professional cybersecurity workforce.
The ignorance on the part of advanced countries of the opportunity to help emergent nations create a cybersecurity workforce could lead to the latter’s cyberspaces becoming safe spaces for actual terrorists and radicals. It is no secret that recruiting new members to terrorist organizations and the hiring of mercenaries, the targets of which are often the population of developed countries, takes place on the territory of developing ones. The cybersecurity workforce allows the governments of underdeveloped countries to effectively protect “cyberspace from becoming a platform for terrorists to recruit members and disseminate radical ideologies” (Wanglai, 2018, p. 130). Training and education assistance from wealthy nations means global security.
Assistance from developed countries in building a cybersecurity workforce accelerates the development of developing partners’ competencies in cyberspace governance. It is challenging for two international actors to agree on a particular subject in disputes involving cyberspace issues without this. Lack of consensus can lead to cessation of cooperation, sanctions by a stronger actor, and even confrontation. Wealthy countries should help emergent nations to train cyberspace workforce for global security and economic cooperation. It is also worth noting that knowledge by all international actors of cyberspace governance accelerates the development of common Internet legislation (Wanglai, 2018). It would allow harmonizing many processes in the global online space.
Public and private organizations also contribute to the development of cybersecurity in developing countries. For example, the Commonwealth Telecommunications Organization promotes “a culture of cybersecurity and effective cyber governance through the establishment of cybersecurity frameworks, standards and guidelines” in Africa, Asia, and South America (Commonwealth Telecommunications Organization, 2017, para. 4). The Anti-Phishing Working Group coordinates the response of governments, other non-governmental organizations (NGO), and private actors to cybercrimes and conducts cybersecurity research (About us, n.d.). Many other NGOs that operate on the Internet could also act as intermediaries and consultants on cybersecurity issues to achieve overall security and well-being. Inaction on the topic of cybersecurity can lead to problems that humanity has never faced before.
References
About us. (n.d.). APWG. Web.
Commonwealth Telecommunications Organization. (2017). Strategic goals 2016-20. Commonwealth Telecommunications Organization. Web.
Gcaza, N., & Von Solms, R. (2017). A strategy for a cybersecurity culture: A South African perspective.The Electronic Journal of Information Systems in Developing Countries, 80(1), 1-17. Web.
Schjølberg, U. G. (2018). Poor countries are more vulnerable to cyber attacs.Sciencenorway. Web.
Venter, I. M., Blignaut, R. J., Renaud, K., & Venter, M. A. (2019). Cyber security education is as essential as “the three R’s.”Heliyon, 5(12), 1-8. Web.
Wanglai, G. (2018). BRICS cybersecurity cooperation: Achievements and deepening paths. China International Studies, 68, 124-139. Web.