Guiding Questions. Departmental Equity • Which population groups are underrepresented in particular areas of focus? • Which groups are overrepresented or underrepresented in particular departments etc? Recruitment, Hiring and Retention of VOM Staff Equity • What efforts have taken place to recruit and hire VOM staff that reflects XxXxxxxxx? • What are the current demographics of VOM staff? • What efforts have taken place to provide village staff equity based professional learning opportunities? • Are there certain departments that have high employee mobility? Why?
Guiding Questions. What are the tangible or intangible entities of value for the party (client) that could potentially be harmed by a cyber-incident? Here we should pay special attention to confidentiality, integrity or availability of data or services that the party is responsible for or dependent upon.
Guiding Questions. Which malicious actors could want to perform a cyber-attack? Here we should consider all possible motives and intentions, including financial gain, revenge or grudges, political or religious agendas, espionage, or simply fun and a desire to prove one's ability. Which non-malicious actors could potentially initiate cyber-incidents through, for example, neglect or lack of competence?
Guiding Questions. What types of attack can a threat initiate? Where are the interfaces between the target system and cyberspace, and how can attacks be launched through these interfaces?
Guiding Questions. What makes it possible for an attack to succeed? Where are the weaknesses in our defence mechanisms?
Guiding Questions. What incidents could directly harm the identified assets? What incidents could result from a successful attack?
Guiding Questions. What observable events at the network layer could give useful information about the likelihood/frequency of attacks? (Network-layer indicators.) This question should be asked for each identified threat scenario and incident. What observable events at the application layer could give useful information about the likelihood/frequency of successful or unsuccessful attacks? (Application-layer indicators.) This question should be asked for each identified threat scenario and incident. What information can we get from vulnerability scanners or security tests? (Test result indicators). This question should be asked for each identified vulnerability. What do we otherwise know about the threats, vulnerabilities, threat scenarios, incidents or assets that could help us assess the level of cyber-risk? (Business configuration indicators.) These questions should be asked for each element of the risk model.
Guiding Questions. How can we reduce the vulnerabilities? How can we reduce the consequence of the incidents? How can we reduce the likelihood that the threats will initiate an attack? Are there other ways to reduce the likelihood of threat scenarios and incidents?
Guiding Questions. If they do not discuss face washing- Why is it important to wash you face?/If they do not mention trachoma, ask them if face washing helps with trachoma. • If they do not discuss latrine usage- ask them if latrine usage helps prevent trachoma/how? • If they do not discuss hand washing- ask them when and why they should wash their hands/ask if this is important to preventing trachoma? • If they do not discuss flies, ask them if they know anything about the importance of flies in relation to trachoma? • What problems trachoma causes in their community? • What are the tools/methods that your teachers use to teach you about trachoma? • Go over tools and ask their thoughts: (see if they understand the message in the tools) Examples: o Flipcharts o Posters o School mini media o Radio messages • If you had to teach your family how they can prevent trachoma, what would you tell them? Participatory Activity • Have the children draw a picture that shows how they can teach about trachoma prevention and have them explain it picture to the group.
Guiding Questions. How difficult is to embed this type of courses at your university? Is it embedded structurally or artificially (temporary, free-floating course...)? Was the course optional/compulsory? Do you have resources to sustain this type of course? Do you intend to iterate the course at your university / in other university, or not at all? What’s next? What are the expected outcomes of the course as a whole? Who are the main beneficiaries? Do you think this experience may impact your teaching practice / design practice? How? Do you think this format will continue to inspire local teaching programmes? Lessons learnt Building on experience: the benefits of iterative course design in ENLIGHT
