# Educational Organization's Security Level Estimation Model
## 5 Conclusions and Future Work  
The executed systematic literature analysis revealed that each area has its own security risk estimation specifics. Therefore, general risk assessment models require security and area knowledge. Meanwhile, existing educational organization-related security risk evaluation models are oriented to technical aspects and do not pay attention to security management. Therefore, overall, an educational organization security model would be useful to simplify the security modeling.  
The gathering of experts' opinions on educational organization security criteria importance revealed that some inconsistency might appear when a big number of criteria must be applied. Human experts are not always capable to take into account all factors and consistently present their relative importance. Therefore, to obtain more accurate experts' opinion, some additional experts' evaluations or result validation must be executed. In this research, the opinion of one out of four experts was discarded as its opinion consistency rate was out of the recommended level.  
The proposed educational organization security level estimation model is suitable to rank several alternatives. The model calculated ranking highly correlates with trusted expert's opinions (Pearson's correlation coefficient is about 0.9). However, the model's presented security level score is not very precise. This is influenced by the fact the experts do not have a consistent security risk scale as well; therefore, each expert is basing on his or her personal experience.  
The proposed security level estimation model does not require security expert's actions for its application, as only discrete values, defining the educational organization situation is needed as input. Security experts' opinions on educational organization security level estimation criteria importance help to increase the security level score correlation of the experts' opinion in comparison to the plain sum of all normalized criteria values. However, it is conducted once, as part of model development. Therefore, educational organizations can use the proposed model with no help from a security expert.  
The further steps for educational organization security risk modeling could be the design of a tool for automated data gathering and logging. The tool would simplify an educational organization's work to estimate the current values or log them more simply. At the same time, it would log statistical data. The data could be used for the design and implementation of more accurate and precise security risk level estimation.  
Conceptualization, S.R. and S.G.; methodology, S.R.; software, S.R. and S.P.; validation, S.R., S.G. and V.T.; formal analysis, N.U. and S.R.; investigation, S.R. and N.U.; data curation, S.R.; writing--original draft preparation, S.R. and N.U.; writing--review and editing, S.G., S.P., V.T. and A.V.; visualization, N.U. and S.R.; supervision, S.R.; project administration, A.V., V.T. and S.P. All authors have read and agreed to the published version of the manuscript.  
This paper is supported in part by the Lithuanian Research Council financed project \"Model of distance working and learning organization and recommendations for extreme and transition period\" (EKSTRE) (1 June 2020-31 December 2020). Grant Agreement S-COV-20-20.  
Not applicable.  
The main data are presented in the paper, while the full data should be requested from the corresponding author.  
The authors declare no conflict of interest.