This syllabus forms the basis for the International Software Testing Qualification at the Foundation Level.
The ISTQB® provides this syllabus as follows:

CTFL - Syllabus v4.0 - 0. Introduction

Software systems are an integral part of our daily life. Most people have had experience with software that did not work as expected. Software that does not work correctly can lead to many problems, including loss of money, time or business reputation, and, in extreme cases, even injury or death.

CTFL - Syllabus v4.0 - 1. Fundamentals of Testing - Part 1/3

A number of testing principles offering general guidelines applicable to all testing have been suggested over the years. This syllabus describes seven such principles.

CTFL - Syllabus v4.0 - 1. Fundamentals of Testing - Part 2/3

Testers are often the bearers of bad news. It is a common human trait to blame the bearer of bad news. This makes communication skills crucial for testers

CTFL - Syllabus v4.0 - 1. Fundamentals of Testing - Part 3/3

A software development lifecycle (SDLC) model is an abstract, high-level representation of the software development process. A SDLC model defines how different development phases and types of activities performed within this process relate to each other, both logically and chronologically

CTFL - Syllabus v4.0 - 2. Testing Throughout the Software Development Lifecycle - Part 1/2

Test levels are groups of test activities that are organized and managed together. Each test level is an instance of the test process, performed in relation to software at a given stage of development, from individual components to complete systems or, where applicable, systems of systems

CTFL - Syllabus v4.0 - 2. Testing Throughout the Software Development Lifecycle - Part 2/2

In contrast to dynamic testing, in static testing the software under test does not need to be executed. Code, process specification, system architecture specification or other work products are evaluated through manual examination (e.g., reviews) or with the help of a tool (e.g., static analysis)

CTFL - Syllabus v4.0 - 3. Static Testing - Part 1/2

Early and frequent feedback allows for the early communication of potential quality problems. If there is little stakeholder involvement during the SDLC, the product being developed might not meet the stakeholder’s original or current vision

CTFL - Syllabus v4.0 - 3. Static Testing - Part 2/2

Test techniques support the tester in test analysis (what to test) and in test design (how to test). Test techniques help to develop a relatively small, but sufficient, set of test cases in a systematic way.

CTFL - Syllabus v4.0 - 4. Test Analysis and Design - Part 1/2

Decision tables are used for testing the implementation of system requirements that specify how different combinations of conditions result in different outcomes

CTFL - Syllabus v4.0 - 4. Test Analysis and Design - Part 2/3

Error guessing is a technique used to anticipate the occurrence of errors, defects, and failures, based on the tester’s knowledge, including:

CTFL - Syllabus v4.0 - 4. Test Analysis and Design - Part 3/3

defect management, defect report, entry criteria, exit criteria, product risk, project risk, risk, risk analysis, risk assessment, risk control, risk identification, risk level, risk management, risk mitigation, risk monitoring, risk-based testing

CTFL - Syllabus v4.0 - 5. Managing the Test Activities - Part 1/4

ISTQB Foundation v3.1 (Vietnamese)

ISTQB Foundation v3.1 (Tiếng Việt)

ISTQB Foundation v3.1 (English)

ISTQB Foundation v3.1 (Tiếng Anh)

Foundation - Syllabus 4.0 (English)