إستراتيجية دمج المخاطر

In academic and educational institutions, the concept of risk management is not a separate activity practiced in isolation from daily operations; rather, it should be integrated into the tasks of the manager and members of the educational staff. This requires incorporating the assessment of uncertainty into the stages of planning, implementation, and daily evaluation, which enhances the continuity and quality of educational services even in the face of sudden changes.

In this context, expert "Alex Sidorenko" (June 2, 2025) presented a critical analytical study of Principle (21) within the COSO framework, explaining that merely establishing an independent risk management unit may lead to diverting resources into paperwork that does not rise to the level of supporting decision-making. Furthermore, when risk department information is isolated from practical reality, a false illusion arises among executives that things are under control, while actual thinking about risks and preparedness is absent.

Here, it is evident that uncertainty occurs in the educational environment when the institution lacks sufficient data to predict the outcomes of educational policies or to estimate the impact of technological and social transformations on the course of the educational process. Examples of this include sudden changes in the Ministry of Education's policies or academic accreditation standards, interruptions in technical services, or weak digital infrastructure without prior warning, or even the emergence of a health crisis or natural risks that necessitate the suspension of in-person classes.

Therefore, a mechanism for continuous monitoring of early indicators should be established to alert the responsible parties to any sudden changes affecting the stability of the educational process. This can be achieved through practical measures that include:

First: Integrating risk management and uncertainty into annual and semester plans.

Second: Transforming the institution's culture into a continuous improvement approach.

Third: Developing alternative scenarios for each educational service provided.

Fourth: Sharing responsibilities at all levels from the manager to the teacher in the classroom.

Fifth: Directing institutional risk management efforts to be close to every responsible person, employee, or school.

Risk management and the assessment of uncertainty should not be postponed until the moment of need; rather, they are a daily operational approach implemented by the primary responsible party and all stakeholders within the educational institution.