M. Halaj, L. Hofreiter

University of ┼Żilina (SLOVAKIA)
New security conditions and approaches set new requirements for security professionals┬┤ trainings as well as security awareness for every individual. There is an urgent demand for people to have the necessary "security literacy" in the process of education.

A security culture is one of the new factors that influences the knowledge, abilities, skills and habits that underpin the safe behaviour of individuals and organizations. Until now, the security culture has only been pursued marginally in specific sectors, not by the content of comprehensive security education.
In the presented article, descriptive and explanatory methods are applied. It was also necessary to use methods of relational and functional analysis, synthesis and comparison in examining the existing state of education of the chosen matter in the security education process. In this article we present a model of security education aimed at acquiring the competencies for assessing a security culture that is usable for education. This model consists of presenting methods for identifying security culture determinants, identifying its indicators and presenting methods that can be used to investigate security and security culture, such as statistical data analysis, managed interviews, and questionnaire survey. Despite the fact that the security culture is one of the security factors at both individual and corporate level, it is possible to use this model as one of the components of the comprehensive training of security managers. The aim of the article is to support the interest in introducing security culture issues into security education.

The parts of the article and its outcomes are, and will be, continuously integrated into the process of educating security students, future and current security personnel by expanding their organizational security research capabilities. The results of the article also broaden the theoretical basis of security science, especially security management.