Ashraf
Imam
Faculty
of Business Studies, Arab Open University, Saudi Arabia
E-mail: imamashraf12345@gmail.com
Submission: 11/10/2020
Accept: 1/19/2021
ABSTRACT
The novel and ongoing coronavirus (COVID-19) epidemic in India has had a phenomenal effect on India’s financial, educational system and community development. It effects the overall education system in India but the Indian educational institutions have made substantial contributions and taking proper steps to minimize the effects of this virus. Its only made possible by the contributions have been made primarily by medical and emergency management, counselling for mental health, control on people’s movement and innovation in Emergency remote teaching (ERT). In what manner to tackle these risks and emergency problems, this paper reviewed and presented all the situations, highlighted the risk management process and plan of Indian educational institutions from university to school level institutions and proposes some approaches for the solutions of community dissemination.
Keywords: COVID-19; Epidemic; Education system; Indian educational institutions; risk management process; Emergency remote teaching (ERT), Information technology
JEL Classification: G32, C73
1.
INTRODUCTION
Chinese government informed WHO
Regional office based at China on December 31st, 2019 about the cases of
pneumonia which detected in Wuhan City and till that time no cause was detected
and on January 7th, 2020, the Chinese
authorities announced they had identified a new virus that causes these cases
which we all known by its name called as Coronaviruses (CoV) or COVID-19 that
is mainly transmitted through droplets generated when an infected person
coughs, sneezes, or exhales (Who, 2020; Who, 2020a).
These droplets are too heavy to hang
in the air, and quickly fall on floors or surfaces and people will be infected
by breathing in this virus if you are within close proximity of someone who has
COVID-19, or by touching a contaminated surface and then your eyes, nose or
mouth. India reported the first confirmed case of the coronavirus infection on
30 January 2020 in the state of Kerala due to infected person had a travel
history from Wuhan, China (Unnithan, 2020).
There are number of studies
conducted on managing the risk but how to deal with the COVID-19 and their
consequences on different industry, we found few of them due to the new concern
of the society related to this virus and there are studies which mostly associated
with enterprise risk management (ERM) and their implementation like the study
conducted by Beasley et. al., (2005) in which they analyses the factors
associated with the stage of ERM implementation at a variety of US and
international organizations and found that the stage of ERM implementation to
be positively related to the presence of a chief risk officer, board
independence, CEO and CFO apparent support for ERM (Jabbour, 2011).
Enterprise risk management creates
value for shareholders and have practical issues that arise in the
implementation of enterprise risk management and also troubling risks—notably,
reputational and strategic risks—are the most difficult to quantify (Nocco and
Stulz (2006). Abdul (2007) studied that the constant backing from top
authorities, external proficiency and organization at more advanced phase in
larger entities lead to ERM effective and institutions must understand that
organizational precise tasks to creating a risk managing outline are several
and also substantial addressed should be given to the cultural issues
(Institute of Risk Management - IRM, 2012).
In educational institution’s plans
where exercise is ongoing and established, assumptions cannot be made about the
understanding of the roles, risks, and benefits involved in such relationships
among students, mentors, and instructors and all have different perspectives
about the risk (Colvin & Ashman, 2010). There are behavioral and mental
health issues challenge institutions of higher education with difficult
decisions around response and a primary way of responding to these challenges
is through the formation of campus assessment teams (Eells & Rockland,
2010).
According to Kinman and Court (2010)
the extent to which higher education institutions in the United Kingdom meet
the minimum standards recommended by the Health and Safety Executive (HSE) for
the risk management of work‐related stressors.
Managing risk and exercised by the
banks, specifically, commercial banks in Pakistan revealed a substantial change
in the application of risk management facets among the public sector commercial
banks and local private banks and still there is a need for commercial banks to
develop training courses custom-made needs of banking personnel in risk
management unit (Shafiq & Nasr, 2010).
According to Gupta (2011) the
current status of risk management in Indian companies is the lack of adoption
of integrated approach to risk management and shows that effective risk
management can improve organizational performance but adequate infrastructure
is not available in companies for implementing EWRM (Manab et. al.,2012). The
methodical method towards the understanding the classification of the success
dimension in risk management process is important for re-enforcing effective
risk management practices (Yaraghi & Langhe, 2011).
Abdullah et. al., (2012) studied the
available researches regarding the basic reasons that effect the application of
ERM in organization and influence to professional performance while handling
risks to continue in this competitive world and concluded that the ERM
applications can be seen as less due to the lack of familiarity on this subject
among entities in organization.
Risk management process in the other
industry their and reports findings the status of risks, their existing
management techniques, the existing status of risk management systems of the
organizations, and blockades to effective risk management from the outlook of
main stakeholders. According to Choudhary and Iqbal (2013) discloses that
financial, economic and excellence factors are the most important risks, the
industry generally tries to evade or transfer these risks and the lack of
process for joint risk management by the parties.
According to Toma et. al. (2014),
the risk management is no more restricted to any specific sector and now it’s
also the part of higher education institutions. Although, the risk management
process in academia appear to be knowingly less established as compared to the
other industry. Risks can distress institutional facilities to function and
disturb the strategic objectives.
Mustapha and Adnan (2015) attempted
to discovered the ERM implementation in Malaysian construction companies and
the results suggested that the awareness and understanding of ERM concept by
employees is the main factor in ensuring a successful ERM implementation.
Contribution from all level of employees (Harvard Business Review (HBR), 2014)
especially the commitment from the top management is crucial to ensure its
successful implementation and continuous activities such as follow up
monitoring the risk management exercises are important in managing risks
effectively.
Fraser and Simkins (2016), this
study found the challenges of companies when implementing ERM and offered Hydro
One is an excellent organization to benchmark for ERM best practices for firms
struggling with the concepts and execution. Lastly, we found only few studies
which are based on risk management during COVID-19 situation, firstly study
conducted by Yue et al., (2020) where
they focused from the outlooks of initial cautioning and identification of
risk, risk monitoring, and analysis, as well as risk management and proposes
the solutions which include institutional cooperation whether it is educational
or industrial institutions, and to advise national and international
policy-makers regarding the precautionary measures.
Liu and Saif (2020) in which paper
analyses that the condition has drawn international consideration, including
from the virology community and they have faith in that augmented transparency
on coronavirus reportage and data sharing with international colleagues are
vital for reduction of spreading of this newly emerging virus to other parts of
the world. In context of academic institutions study presented by Wang et. al.,
(2020) highlighted the Chinese universities for their significant contributions
towards the emergency management and the problems and challenges and proposes
the resolutions for community broadcasting, including problems related to well-being,
reserve research, expert support, constructive statement, and classified
information-based instruction.
Concluding remarks that at this point, there is little studies and research on risk management during COVID-19 situations or any pandemic situation by educational institutions and especially in context of India we found no research or studies on this particular topic. So, the aim of this present study is to highlights the conditions of risk management process implementation by the Indian educational institutions during the COVID-19 for the benefit of the society safety and security and what are the possible approaches taken by Indian educational institutions for COVID-19. Through this paper we tried to cover a wide range of Indian educational institutions like universities, colleges, institute and schools.
2.
COVID 19 AND INDIAN EDUCATIONAL INSTITUTIONS
All educational institutions globally
have temporarily closed to reduces the outbreak of the COVID-19. These
nationwide shut down are impacting nearly all the world’s student fraternity.
These nationwide shut down effect not only students, teachers, and families but
also economy and of course the societies around the world. World Health
Organization (WHO) on February 11, 2020 named a pandemic caused by the novel
coronavirus SARS-CoV-2 as COVID-19.
COVID-19 is an abbreviation that stands for coronavirus disease of 2019
(Vergnaud, 2020).
As per the UNICEF monitoring, 153
countries are currently implementing nationwide closures and 24 are
implementing local closures, impacting about 98.6 percent of the world's
student population and 10 countries' schools are currently open (Wikipedia contributors,
2020). Around 1.2 billion students and learners across the planet are
affected by educational institutions closures due to the COVID-19 outbreak
(UNESCO, 2020). Data of affected learners from India is shown by the table 1
given below.
Table 1: Affected Learners from India
India |
||||
Affected
Learners |
320,713,810 |
|||
Total
Females |
158,158,233 |
|||
Total
Males |
162,555,577 |
|||
Type
of Educational Institution |
Pre-Primary |
Primary |
Secondary |
Tertiary |
Females |
4,557,249 |
72,877,621 |
63,983,677 |
16,739,686 |
Males |
5,447,169 |
70,349,806 |
69,160,694 |
17,597,908 |
Total |
10,004,418 |
143,227,427 |
133,144,371 |
34,337,594 |
Source:
Reprinted from UNESCO (25 May, 2020)
UNESCO is supporting countries in
their efforts to ease the instantaneous effect of educational institution’s
closures, particularly for marginalized and deprived communities, and to enable
them for continuity of education through emergency remote teaching and
learning. UNESCO suggested the use of online learning programs and open
educational applications and platforms that educational institutions and
teachers can use to reach learners remotely and limit the disruption of
education that’s why in present scenario researcher called this type of
teaching and learning as emergency remote teaching (Muller & Goldenberg,
2020; Inside Higher Ed -IHE, 2020).
3.
RISK AND RISK MANAGEMENT PROCESS AT
INDIAN EDUCATIONAL INSTITUTIONS
3.1.
Overview about Risk Management Process
When risk in educational institutions is the topic, what we receive in the news or read online is COVID-19, the outbreak of coronavirus which already spread throughout the world (Gutiérrez, 2020). While these types of epidemic situations are very severe in nature and it will spread quickly as compared to the other infectious diseases.
In educational institutions it is considered to be very
important because in educational institutions there were heavily interactions
among teacher and students and between students also. Let’s talk about the risk
at educational institutions but before going forward we should know first the
exact meaning of the word ‘risk’. The Oxford English Dictionary definition of
risk is as follows: 'a chance or possibilities of danger, loss, injury or other
adverse consequences', and the definition of at risk is 'exposed to danger'. In
this context, risk is used to signify negative consequences (Hopkin, 2018).
There are some risks which could impact any educational institutional
objectives and goals (Ruzic-Dimitrijevic & Dakic, 2014). For the better
understanding we categorize these risks under the following areas like academic
risk, teaching risk, compliance risk, financial risk, strategic risk,
operational risk, technological risk, research risk and reputational risk and
epidemic risk (Helsloot & Jong, 2006; Raanan, 2008; Prudente Tixteco et
al., 2017; Deloitte, 2018; Safetrac, 2019; Shewey, 2019). In
reality these are the possible risks at educational institutions and who are at
risk & will be affected and what are the consequences and its effects is
showing by the table 2.
Table 2: Risks of Educational
Institutions
Risks |
Affected |
Effects |
Fire &
Explosion |
People, Society,
Property and other infrastructure of the institutions |
Casualties,
Property Damage, Institutions Operations, Financial Loss, Reputation loss,
fail to restore confidence of students towards the institutions, Fines &
Penalties, Lawsuits, Environmental contaminations |
Disturbance
created by insider or outsider within the Institutions |
||
Natural Hazards
like heavy rain, floods, earthquake etc. |
||
Mechanical
breakdown like total electricity faults or System Down by Cyber attack |
||
Pandemic Diseases
like Ebola, Dengue, Swine Flu and COVID-19 |
Source: Collected by Author
3.2.
Risk management process at Indian
Educational Institutions
Those institutions and organizations giving high priority to the risk management actions are growing because they are doing much better in the case of risks and due to these risks, they are active towards any mishappening in the environment.
In India, government or regulatory bodies like MHRD, UGC & AICTE are conscious of cumulative regulations regarding safety and health, compelling educational institutions to put more focus on risk management framework.
But the attitude of competent authorities of educational organization towards the risks related to their organizations are inappropriate and it’s not the good sign and ultimately COVID-19 outbreak continue to increase. To fight and ease risks, institutions boards should focus on common approach towards the risk management process that includes identification of the risks, analyzing the risks, evaluating risks, implementation of risk management framework and monitoring their efforts.
Figure 1: Risk
Management Process Steps
Source:
ISO Standard Guidelines
3.2.1. Risk Management Process
Steps
·
Identification of the risk
Most important and initial step in risk management process is to identifying the possible risks, so educational institutions first need to see and understand the issues that drive various risks due to COVID-19. Educational Institutions faces multiples risks including academic functioning risk, economic risk, strategic risk and status or brand image risk.
There are several issues related to COVID risk which need to consider by competent authorities of the institutions like during COVID situation.
Like competition with other educational institutions going to be increases, use of better technology for online learning program due to lack of personal contact with the students, methods of obtaining degrees as we have seen that some of the universities organizes digital graduation ceremony for their passing out graduates. Also, educational institutions showing decreasing trends in their student enrollment due to the COVID-19 situation.
In handling these possible risks due to attack of corona virus, educational authorities need to evaluate their financial position which cost them high due recent changes in the education delivery pattern which is now online or we can almost everything online now and for this pattern we are heavily depends on updated information technology and upgraded available software for online programs and activities which in long run hamper the institution’s philosophy, goals and objectives if properly not managed by the competent authorities of the educational institutions.
These
all consider as academic functional risks, also there is research risk for
example the institutions that have a research-oriented institution must have
risks related to managing toxic chemicals and materials due to sudden closures
of laboratory which affected by COVID situation lockdown. Another we have seen
the lockdown situation especially long-term lockdown which ultimately affects
status of the educational institutions and
significantly impact enrollment, finances and, ultimately, the sustainability
of the institution and this is what we called as status or brand image risk.
·
Analyzing Risks
The most common tool for managing risk is to prepare risk management matrix in which we classify to the possible risks according the impacts as low, medium, high or extreme. In the COVID-19 situation, risk is high for all categories whether it is about academic session or students, teaching staffs or non-teaching staffs. So, it’s impact on each and every one is high but there is slightly difference of impact between them, corona virus risk is high for teachers and students because of close interaction during their lectures if it is not online.
As compared to teaching fraternity non-teaching staffs have some lower risk due to non-interaction with the other peoples in the organization. Due to COVID-19, educational institutions putting all the academic activities on digital platform and using online mode so ultimately its impact is high on academic development.
·
Evaluating Risks
Institutional team can use the risk management matrix to take the next step which will helping them in evaluating the risks. In this stage they will score the risk on the basis of severity and chance of its occurring. This risk management matrix is also a helpful tool for listing ways to lessen each risk.
·
Implementation of Risk Management Process
At each stages of risk management process, institutional risk management team members analyzing the institution’s strategy, goals, and the condition of the site, including the property, students, resources, etc. The designated person for the risk management would develop a risk selection, which they can use to authenticate and rank risks as they emerge.
·
Monitor and Review the
Risk Management Process
In management process and implemented plan and to ensure this stage team will analyze their whole risk that all are contributing their part to protect themselves and to protect the institution from risk like COVID-19. An effective risk management process and plan requires institutional support and to take accountability for risk management with their team and senior administrators. The educational institutions authorities must show a continuous role in supervision and monitoring the risk management process and plan.
4.
APPROACHES FOR COVID
19 FROM INDIAN EDUCATIONAL INSTITUTIONS
It is sole responsibility of the educational institutions for facilitating support for COVID-19 epidemic control. Recently we all are facing the new type of coronavirus COVID-19 and every Indian educational institution have responded sensibly towards this epidemic. Although Indian populations is on second order in the list, Indian citizens taking care very sensibly towards this corona attack and following the lockdown and other precautionary measures to control this epidemic.
There are some cases in news media of mishandling but it’s all negligible amount. We celebrated our festival at home and greeted each other’s through the medium of electronic mode. Even the universities, colleges, institutes and schools all completed their exams and academic session through the mode of online session and it’s a new and wonderful experiences for all and all we have learnt so many things due this corona virus lockdown. Currently, Indian educational institutions performing their academic functions, and their sole character in terms of social services, scientific research and talent training developmental functions.
4.1.
People and Institutional Support
Citizens from India and Non-Resident Indians (NRI) living abroad continuously contributing and showing their support to the PM Cares Fund for the fight against coronavirus. From the beginning of the epidemic and lockdown announcement by the government of India, educational institutions use their resources to set up their machinery for remote online teaching and other material support channels for the learners.
Educational institutional infrastructures and hotel rooms across the nation have been set aside for quarantining suspect patients, asymptomatic travelers or for accommodating and providing meals for the frontline staffs battling the Covid-19 outbreak (Chaturvedi, 2020). All these are people and institutions providing their support during this COVID-19 situation.
4.2.
Medical
Staffs for Emergency and Researcher Support
Medical Colleges from the Indian educational institutions whether they are from public or private institutions, they came forward to showing their support and handling the corona patients round the clock without break, this is another emergency support to the government by these institutions.
Also, they are working on the emergency research for finding out the vaccine for this COVID-19 and hopefully they will able to find out the best solutions. The scientist and researcher of Indian universities has provided robust methodical backing for the preparing of the coronavirus detection kit.
4.3.
Act as a Counselling and Social Therapy Services Centre for the Society
With the more cases and frightening situation due to COVID-19 government emphasis more on prevention and control public transport system especially buses and trains to control frequent movements of the peoples from one place to another place. Lockdown is not the final solutions but it’s required to control the epidemic from increasing but due to continuous lockdown peoples now have psychological problems and in order to fight with these side effects of the long term lockdown and fear of corona virus some of the educational institutions especially universities providing psychological and counselling services to the people for stabilizing the social conditions in the society.
Teaching fraternity especially from the sports background from the different educational institutions uploaded their videos of home exercise like yoga asana to help people in maintaining their mental and physical strength in improving their immune system.
4.4.
Pedagogical Change
All educational institutions strictly following the orders of the government of India for closing the personal interaction of students and teaching community and many of them decided to go online and remote teaching for whole semester from February, 2020 to till now. Still some of them delaying the admission process for the new academic session 2020-2021.
All these postponements of the educational institutions helpful for the epidemic control. Indian universities have demonstrated outstanding creativity in compliant their social responsibilities, opening teaching platforms to society without charge, sharing high-quality course resources. Indian education system has also provided online learning resources to improve our knowledge without leaving homes which will ensuring that our studies are not seriously affected.
5.
CONCLUSION
This review article shows that
Indian educational institutions still do not usually have a unified policy on
protection, safety and emergency management for any pandemic situation but
struggling and coping with the current situation of COVID-19 with the best
possible alternates. Within the institutions, there is a communication gap
between different units of the institution especially related to risk
management process and plan.
All stakeholders of the educational institutions have insufficient awareness
about the different types of risks to which they and their educational
environment are exposed. Also, institutions not sharing their practices in the
managing the risk with the others. Their main concern and involvement only
about the common types of risks which associated with educational settings are
operational risk, financial risk, theft and intellectual property right risk
etc.
Educational institutions still look
to be relatively unaware of the pandemic risk particularly infectious disease
risk like COVID-19 and less prepared to deal with these types of incidents. Now
after this COVID-19 situation educational institutions focusing most of their
attention on this risk. Efforts to control other risks which arises due to this
COVID-19, such as academic loss, research loss, operational loss or even the
financial losses also. Lastly, this
paper is imperative since it can be applied as an opening theme for further
research in the area of infectious disease controlling and managing at
educational institutions.
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