1.1 本指南将通过开发与其他法医学课程一致的示范课程来改进和推进计算机法医学。 1.2 部分 4. 描述了学生可能达到并通过专业培训的其他途径。小节 5. 通过 7. 按学时长短顺序涵盖正规教育课程:两年制副学士学位、四年制学士学位和研究生学位。部分 8. 为教育机构提供的学术证书课程提供框架。 部分 9 概述了专业组织、供应商和学术机构提供的培训和继续教育机会的示范标准和实施方法。 1.3 一些专业组织将计算机取证、取证音频、视频和图像分析视为计算机取证的分支学科。然而，计算机取证以外的分支学科的课程和具体教育培训要求不在本指南的范围内。 1.4 本标准并非旨在解决与其使用相关的所有安全问题（如有）。本标准的用户有责任在使用前制定适当的安全和健康实践，并确定监管限制的适用性。 ====意义和用途====== 3.1 随着计算机和其他电子设备的激增，很难想象一种犯罪不可能涉及数字证据。由于缺乏计算机取证方面的学位课程，从业者历来依赖于通过执法或供应商进行的实践培训- 具体计划或两者兼而有之。 3.2 本指南概述了教育系统不同层次的课程。旨在为以下方面提供指导: 3.2.1 对计算机取证的学术课程和专业机会感兴趣的个人， 3.2.2 有兴趣开发计算机取证程序的学术机构，以及 3.2.3 雇主寻求有关计算机取证课程毕业生教育背景的信息，并评估当前员工的继续教育机会。

1.1 This guide will improve and advance computer forensics through the development of model curricula consistent with other forensic science programs. 1.2 Section 4 describes the alternative paths by which students may arrive at and move through their professional training. Sections 5 through 7 cover formal educational programs in order of increasing length: a two- year associate degree, a four-year baccalaureate degree, and graduate degrees. Section 8 provides a framework for academic certificate programs offered by educational institutions. Section 9 outlines model criteria and implementation approaches for training and continuing education opportunities provided by professional organizations, vendors, and academic institutions. 1.3 Some professional organizations recognize computer forensics, forensic audio, video, and image analysis as subdisciplines of computer forensics. However, the curricula and specific educational training requirements of subdisciplines other than computer forensics are beyond the scope of this guide. 1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. ====== Significance And Use ====== 3.1 With the proliferation of computers and other electronic devices, it is difficult to imagine a crime that could not potentially involve digital evidence. Because of the paucity of degree programs in computer forensics, practitioners have historically relied on practical training through law enforcement or vendor-specific programs or both. 3.2 In this guide, curricula for different levels of the educational system are outlined. It is intended to provide guidance to: 3.2.1 Individuals interested in pursuing academic programs and professional opportunities in computer forensics, 3.2.2 Academic institutions interested in developing computer forensics programs, and 3.2.3 Employers seeking information about the educational background of graduates of computer forensics programs and evaluating continuing education opportunities for current employees.