Information security in the form of IT governance is part of corporate governance. Corporate governance requires that structures and processes are in place with appropriate checks and balances to enable directors to discharge their responsibilities. Accordingly, information security must be treated in the same way as all the other components of corporate governance. This includes making information security a core part of executive and board responsibilities. Critically, corporate governance requires proper checks and balances to be established in an organisation; consequently, these must be in place for all information security implementations. In order to achieve this, it is important to have the involvement of three key role players, namely information security professionals, ICT security auditors and regulatory officials (from now on these will be referred to collectively as the ‘role players’). These three role players must ensure that any information security controls implemented are properly checked and evaluated against the organisation’s strategic objectives and regulatory requirements. While maintaining their individual independence, the three role players must work together to achieve their individual goals with a view to, as a collective, contributing positively to the overall information security of an organisation. Working together requires that each role player must clearly understand its individual role, as well the role of the other players at different points in an information security programme. In a nutshell, the role players must be aligned such that their involvement will deliver maximum value to the organisation. This alignment must be based on a common framework which is understood and accepted by all three role players. This study proposes a South African Information Security Alignment (SAISA) framework to ensure the alignment of the role players in the implementation and evaluation of information security controls. The structure of the SAISA framework is based on that of the COBIT 4.1 (Control Objectives for Information and Related Technology). Hence, the SAISA framework comprises four domains, namely, Plan and Organise Information Security (PO-IS), Acquire and Implement Information Security (AI-IS), Deliver and Support Information Security (DS-IS) and Monitor and Evaluate Information Security (ME-IS). The SAISA framework brings together the three role players with a view to assisting them to understand their respective roles, as well as those of the other role players, as they implement and evaluate information security controls. The framework is intended to improve cooperation among the role players by ensuring that they view each other as partners in this process. Through the life cycle structure it adopts, the SAISA framework provides an effective and efficient tool for rolling out an information security programme in an organisation / Computer Science / M. Sc. (Computer Science)

Text in English / There is general consensus about the importance of Information and Communication Technology (ICT) security in South Africa. This consensus is evident from initiatives related to the formulation of legislation and policies like the Electronic Communications and Transactions (ECT) Act and the National Cyber Security Policy. A number of South African academic institutions have also come on board with initiatives aimed at enhancing ICT security awareness all over the country. In fact, ICT security awareness has been classified as an important component of South Africa’s national security. Many countries use ICT to improve and enhance the standard of their education systems. A number of scholars in South Africa have conducted studies with the aim of proving that ICT can play a major role in improving the quality of education in the country. The research in hand investigates the lack of integration of ICT security awareness into the South African education system. The literature review that was conducted reveals that there is a huge problem especially when it comes to the integration of ICT security awareness into the South African schooling system. The advancement of technology has come with a number of advantages and disadvantages. The easy access to information via the internet, coupled by unsupervised access to instant messaging applications (Skype, MXiT) and social media platforms (Facebook, Twitter and many more), hugely increases the vulnerability of school learners to ICT security attacks and ICT-related crime. The current research therefore investigates the vulnerability caused by the lack of ICT security awareness among school learners as one of the main disadvantages of the advancement of information technology. An analysis of existing models and frameworks in the two spheres of ICT, namely education and ICT security was conducted. The aim was to determine any similarities or overlap between these spheres and to determine whether the existing ICT models and frameworks are relevant to South Africa. The analysis showed a significant disparity and inconsistency between the two spheres and proved that there is a definite need for a framework (relevant to South Africa) that can be used for the integration of ICT security awareness into South African education. Hence, the researcher proposed a more integrated approach in the form of a framework that is directed at South African school learners, based on an in-depth literature review of past scholarly work, models and frameworks. Having reviewed a number of existing models and frameworks, and identifying the potential gaps, the researcher proposed a framework to address the lack of integration of ICT security awareness into the South African education system. The proposed framework, called the South African ICT Security Awareness Framework for Education (SAISAFE), was reviewed for its potential applicability in the South African context, and the results of the literature review analysis are reported to support the analysis of models and frameworks. / School of Computing / M. A. (Computing)

Information security in the form of IT governance is part of corporate governance. Corporate governance requires that structures and processes are in place with appropriate checks and balances to enable directors to discharge their responsibilities. Accordingly, information security must be treated in the same way as all the other components of corporate governance. This includes making information security a core part of executive and board responsibilities. Critically, corporate governance requires proper checks and balances to be established in an organisation; consequently, these must be in place for all information security implementations. In order to achieve this, it is important to have the involvement of three key role players, namely information security professionals, ICT security auditors and regulatory officials (from now on these will be referred to collectively as the ‘role players’). These three role players must ensure that any information security controls implemented are properly checked and evaluated against the organisation’s strategic objectives and regulatory requirements. While maintaining their individual independence, the three role players must work together to achieve their individual goals with a view to, as a collective, contributing positively to the overall information security of an organisation. Working together requires that each role player must clearly understand its individual role, as well the role of the other players at different points in an information security programme. In a nutshell, the role players must be aligned such that their involvement will deliver maximum value to the organisation. This alignment must be based on a common framework which is understood and accepted by all three role players. This study proposes a South African Information Security Alignment (SAISA) framework to ensure the alignment of the role players in the implementation and evaluation of information security controls. The structure of the SAISA framework is based on that of the COBIT 4.1 (Control Objectives for Information and Related Technology). Hence, the SAISA framework comprises four domains, namely, Plan and Organise Information Security (PO-IS), Acquire and Implement Information Security (AI-IS), Deliver and Support Information Security (DS-IS) and Monitor and Evaluate Information Security (ME-IS). The SAISA framework brings together the three role players with a view to assisting them to understand their respective roles, as well as those of the other role players, as they implement and evaluate information security controls. The framework is intended to improve cooperation among the role players by ensuring that they view each other as partners in this process. Through the life cycle structure it adopts, the SAISA framework provides an effective and efficient tool for rolling out an information security programme in an organisation / Computer Science / M. Sc. (Computer Science)

Threats to computerised information systems are always on the rise and compel organisations to invest a lot of money and time amongst other technical controls in an attempt to protect their critical information from inherent security risks. The computerisation of information systems in secondary schools has effectively exposed these organisations to a host of complex information security challenges that they have to deal with in addition to their core business of teaching and learning. Secondary schools handle large volumes of sensitive information pertaining to educators, learners, creditors and financial records that they are obliged to secure. Computerised information systems are vulnerable to both internal and external threats but ease of access sometimes manifest in security breaches, thereby undermining information security. Unfortunately, school managers and users of computerised information systems are ignorant of the risks to their information systems assets and the consequences of the compromises that might occur thereof. One way of educating school managers and users about the risks to their computerised information systems is through a risk management programme in which they actively participate. However, secondary schools do not have the full capacity to perform information security risk management exercises due to the unavailability of risk management experts and scarce financial resources to fund such programmes. This qualitative case study was conducted in two secondary schools that use computerised information systems to support everyday administrative operations. The main objective of this research study was to assist secondary schools that used computerised information systems to develop a set of guidelines they would use to effectively manage information security risks in their computerised information systems. This study educated school managers and computerised information systems users on how to conduct simple risk management exercises. The Operationally Critical Threats, Assets and Vulnerability Evaluation for small-scale organisations risk management method was used to evaluate the computerised information systems in the two schools and attain the goals of the research study. Data for this study were generated through participatory observation, physical inspections and interview techniques. Data were presented, analysed and interpreted qualitatively. This study found that learners‟ continuous assessment marks, financial information, educators‟ personal information, custom application software, server-computers and telecommunication equipment used for networking were the critical assets. The main threats to these critical assets were authorised and unauthorised systems users, malware, system crashes, access paths and incompatibilities in software. The risks posed by these threats were normally led to the unavailability of critical information systems assets, compromise of data integrity and confidentiality. This also led to the loss of productivity and finance, and damage to school reputation. The only form of protection mechanism enforced by secondary schools was physical security. To mitigate the pending risks, the study educated school managers and users in selecting, devising and implementing simple protection and mitigation strategies commensurate with their information systems, financial capabilities and their level of skills. This study also recommended that secondary schools remove all critical computers from open-flow school networks, encrypt all critical information, password-protect all computers holding critical information and train all users of information systems of personal security. The study will be instrumental in educating school managers and computerised information systems users in information security awareness and risk management in general. / Science Engineering and Technology / M.Sc. (Information Systems)

Threats to computerised information systems are always on the rise and compel organisations to invest a lot of money and time amongst other technical controls in an attempt to protect their critical information from inherent security risks. The computerisation of information systems in secondary schools has effectively exposed these organisations to a host of complex information security challenges that they have to deal with in addition to their core business of teaching and learning. Secondary schools handle large volumes of sensitive information pertaining to educators, learners, creditors and financial records that they are obliged to secure. Computerised information systems are vulnerable to both internal and external threats but ease of access sometimes manifest in security breaches, thereby undermining information security. Unfortunately, school managers and users of computerised information systems are ignorant of the risks to their information systems assets and the consequences of the compromises that might occur thereof. One way of educating school managers and users about the risks to their computerised information systems is through a risk management programme in which they actively participate. However, secondary schools do not have the full capacity to perform information security risk management exercises due to the unavailability of risk management experts and scarce financial resources to fund such programmes. This qualitative case study was conducted in two secondary schools that use computerised information systems to support everyday administrative operations. The main objective of this research study was to assist secondary schools that used computerised information systems to develop a set of guidelines they would use to effectively manage information security risks in their computerised information systems. This study educated school managers and computerised information systems users on how to conduct simple risk management exercises. The Operationally Critical Threats, Assets and Vulnerability Evaluation for small-scale organisations risk management method was used to evaluate the computerised information systems in the two schools and attain the goals of the research study. Data for this study were generated through participatory observation, physical inspections and interview techniques. Data were presented, analysed and interpreted qualitatively. This study found that learners‟ continuous assessment marks, financial information, educators‟ personal information, custom application software, server-computers and telecommunication equipment used for networking were the critical assets. The main threats to these critical assets were authorised and unauthorised systems users, malware, system crashes, access paths and incompatibilities in software. The risks posed by these threats were normally led to the unavailability of critical information systems assets, compromise of data integrity and confidentiality. This also led to the loss of productivity and finance, and damage to school reputation. The only form of protection mechanism enforced by secondary schools was physical security. To mitigate the pending risks, the study educated school managers and users in selecting, devising and implementing simple protection and mitigation strategies commensurate with their information systems, financial capabilities and their level of skills. This study also recommended that secondary schools remove all critical computers from open-flow school networks, encrypt all critical information, password-protect all computers holding critical information and train all users of information systems of personal security. The study will be instrumental in educating school managers and computerised information systems users in information security awareness and risk management in general. / Science Engineering and Technology / M. Sc. (Information Systems)