Was ist das eigentlich? Cyberrisiken verständlich erklärt

Es wird viel über Cyberrisiken gesprochen. Oftmals fehlt aber das grundsätzliche Verständnis, was Cyberrisiken überhaupt sind. Ohne diese zu verstehen, lässt sich aber auch kein Versicherungsschutz gestalten.

Beinahe alle Aktivitäten des täglichen Lebens können heute über das Internet abgewickelt werden. Online-Shopping und Online-Banking sind im Alltag angekommen. Diese Entwicklung trifft längst nicht nur auf Privatleute, sondern auch auf Firmen zu. Das Schlagwort Industrie 4.0 verheißt bereits eine zunehmende Vernetzung diverser geschäftlicher Vorgänge über das Internet.

Anbieter von Cyberversicherungen für kleinere und mittelständische Unternehmen (KMU) haben Versicherungen die Erfahrung gemacht, dass trotz dieser eindeutigen Entwicklung Cyberrisiken immer noch unterschätzt werden, da sie als etwas Abstraktes wahrgenommen werden. Für KMU kann dies ein gefährlicher Trugschluss sein, da gerade hier Cyberattacken existenzbedrohende Ausmaße annehmen können. So wird noch häufig gefragt, was Cyberrisiken eigentlich sind. Diese Frage ist mehr als verständlich, denn ohne (Cyber-)Risiken bestünde auch kein Bedarf für eine (Cyber-)Versicherung.

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Exam Number : PEGAPCSSA87V1
Exam Name : Certified Pega Senior System Architect (PCSSA) 87V1
Vendor Name : Pegasystems
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PEGAPCSSA87V1 test Format | PEGAPCSSA87V1 Course Contents | PEGAPCSSA87V1 Course Outline | PEGAPCSSA87V1 test Syllabus | PEGAPCSSA87V1 test Objectives

Exam Specification:

- test Name: Certified Pega Senior System Architect (PCSSA) 87V1
- test Code: PEGAPCSSA87V1
- test Duration: 90 minutes
- test Format: Multiple-choice questions

Course Outline:

1. Pega Platform Overview
- Introduction to Pega Platform and its capabilities
- Understanding Pega application development principles

2. Case Design and Implementation
- Designing and implementing case types and stages
- Configuring case processes and flows

3. Data Model Design and Implementation
- Defining data model structures and properties
- Implementing data pages and data transforms

4. User Interface Design and Implementation
- Creating responsive and intuitive user interfaces
- Configuring UI rules, sections, and harnesses

5. Integration and Data Management
- Integrating external systems and services with Pega applications
- Implementing data management strategies and rules

6. Application Security
- Configuring application security measures and access controls
- Implementing authentication and authorization mechanisms

7. Automated Testing and Deployment
- Creating and executing automated test cases
- Managing application deployment and version control

Exam Objectives:

1. Understand the key features and capabilities of the Pega Platform.
2. Design and implement case types, stages, and processes.
3. Develop and manage data models and properties within Pega applications.
4. Create intuitive and responsive user interfaces using UI rules and components.
5. Integrate external systems and services with Pega applications.
6. Implement application security measures and access controls.
7. Perform automated testing and manage application deployment.

Exam Syllabus:

The test syllabus covers the following Topics (but is not limited to):

- Pega Platform overview and application development principles
- Case design and implementation
- Data model design and implementation
- User interface design and implementation
- Integration and data management
- Application security and access controls
- Automated testing and deployment

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Exam Information

An test proctor will begin memorizing test instructions approximately 15 minutes before the test start time. Students must be in the test room with their test at this time. If taking the test on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an test room, unless otherwise allowed according to the professor’s instructions. A student entering the test room after the proctor begins memorizing instructions will not receive additional time for booting up their laptop, passing the security check, and/or memorizing test instructions.

When instructed by the proctor, write your test number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten test answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an test past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the test room or in the front or sides of the test room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the test and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each test room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in test rooms; however, the container must have a lid.

After the test instructions have been read and the test begins, the proctor will remain in the room. Any student who has a question or problem during an test should see the proctor.

Students may use the restroom or take a break during an exam. However, all test materials must be left in the test room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.

Supervisors, invigilators selling WAEC questions online arrested, on trial – WAEC boss, Areghan

In this interview, the Head of Nigeria Office, West African Exams Council, Mr Patrick Areghan, tells GRACE EDEMA about the strategies the examination body has put in place to curb malpractices

It is believed that with N2,000, one can get the West African Senior School Certificate test questions online an hour before the commencement of such an examination. How true is this?

You don’t just call a dog a bad name because you want to hang it. This is an organisation that has existed for 71 good years and it’s still standing strong, known for professionalism, integrity, and accountability. They don’t shirk their responsibility. In WAEC,  there’s nothing like leakage. It has never happened. What happens now is that they have some unscrupulous and unreliable supervisors who are ready to die for a mere pocket profit. When they supply them their question papers, one hour before the scheduled time, to enable them to transit between the collection point and the administration point, and they have released these materials to them, it’s out of their hands. However, there is a system they use to monitor their movement. They call it the Candidates Identity Verification, Attendance, Malpractice and Post Exams Management System. When they collect (the question papers) at 8 am, they estimate about 30 minutes to transit, but what do they do? In the various schools, they will demobilise the system. They will tell you it’s not working. This is not true because that is what they use to take attendance. That’s what they use to record examination malpractice and know the details of the candidates but they will demobilise it.

WAEC has just more than 1,000 staff members. And they have about 21,222 secondary schools in the last exam. How do, let’s say 1,500 staff members, monitor 21,222 secondary schools? That’s not possible under the sun. So, they now rely on their ad hoc workers called supervisors. And these are people sent to us by the various states’ ministries of education.

We don’t have the right or power of their own to employ any teacher to serve as a supervisor or an invigilator. They have the credibility criteria that they follow. It doesn’t just end there. They sit down together; they screen them one by one and pick the supposedly good ones without blemish.

We organise training for them, which they call briefing and then they supply them letters of appointment and post them to schools that are different from their own schools. What happens? The Nigerian mentality is to go and make money. They won’t go into the test hall unless they collect money from candidates. When they get there, they pretend to be busy and bring out a copy of the question paper and take a photograph of it. They belong to different syndicate groups on Instagram, WhatsApp, and Facebook. These people advertise boldly that candidates should pay into so-and-so accounts and the students will now subscribe.

Luckily for us, they have got an in-built, in-house mechanism, which is a system they have put together to detect all those activities. They are able to track to identify who posted (the question paper), when it was posted, and where it was posted at the centre. Then they send police officers to go and arrest the candidates, supervisors, and invigilators. They have arrested them now. They are being tried in various states, but they want to report all of them to the Inspector General of Police so they can be centrally monitored.

What’s the implication of examination malpractice and carrying a certificate you didn’t work for around?

Having a certificate you didn’t work for is a sin because you are trying to cut corners. That’s not the way of God.  Second, it reduces self-esteem. You don’t even believe in yourself, in your ability to do anything again. Once you cheat, that self-esteem is gone. The third implication is the societal effect, which is, moral decadence. They are losing their societal value of working hard to achieve greatness. You want to achieve greatness through illegal means and it is affecting the moral and social fabric of society. Again, that’s corruption. It breeds cultism in universities; they are the quack doctors, engineers, teachers, and so on. You can see the multiplier effect.

But once that is discovered by us, you can lose your results. They can even withdraw or derecognise you. They can even withdraw recognition from the school. There’s a difference between derecognition and withdrawal of recognition. When they derecognise you, it means for the next two years, you are no longer recognised as a member of the committee of schools. You are ostracised. You have to pay a fine. Of course, they allow you to take the test because of the candidates but you will not get the results unless you pay the fine imposed on your school. Your teachers, and your school authorities, will not participate in the conduct of the examination. They will bring other people from other schools if you want the examination to be conducted in your school and this is with the support from the state Ministry of Education. But the requirement is that you can be taken to another school where the school is willing to accept you to write the exam. But when it is withdrawal of recognition, it means you have lost your number, the school is no longer in existence.

How can school owners tackle examination malpractice?

We now have what they call online collision. This means that somebody in Lagos State is writing the same thing as somebody in Ondo State because both of them are recruiting from the same source. Some good schools are not even aware that some of their candidates have been exposed to these things. But a good school should monitor its candidates and make sure they (the students) don’t go into the test halls with their smartphones.

It’s ridiculous when people are talking of expo. Expo will be flying all over the place when you are a subscriber. Schools should help WAEC to enforce the rules and make sure candidates don’t carry smartphones into the examination halls. The schools should make sure the examination halls are also conducive. In a conducive classroom, you can’t find anything written on the wall.

You see most of these so-called expos, whether out of mischief or crass ignorance, most of them are fake. 99.9 per cent of them are fake.

What can you say to the concerns of some stakeholders that WAEC should also conduct e-exams?

WAEC conducts 197 papers in eight weeks. Every candidate has 27 papers to write in eight weeks. How many CBT centres do they have in this country? Even if they have CBT centres, can you write essays online? They have objective questions, they have practical, they have oral, and they have essays. They examine four areas, some three. How many candidates can you bring into an urban centre for eight weeks? Assuming it’s even possible to write essays and practicals online, where are the facilities? Sometimes you have data on your phone, and you get to a certain place and it won’t work. They have a long, long, long way to go. Where is the electricity? Assuming the light is even stable, how many of them have a basic computer or laptop?

Going by the performance of candidates and the standard of WASSCE over the years, can students of today answer 1970 WASSCE questions?

WAEC exams have the same standard, whether in 1970 or 2023. That’s why when you say the standard of education is going down, I disagree because there is a difference between the standard of education and performance. If you say the performance of the candidates is dwindling, I fully agree. But as far as the standard of their examination is concerned, it is constant from time immemorial, today and till thy kingdom comes. Yes, in a way,  you can say the performance is going down generally because of poor facilities in schools, no availability of qualified teachers, lack of remuneration and motivation and what have you. Also, commitment from the teachers is not there. But the standard of education remains the same in all test bodies because the test syllabus is drawn from the national curriculum.

Comment on the dwindling aspect of students’ performance

The dwindling aspect is a by-product of the poor system of education they have. Ultimately, that would rub off on the quality of performance of the candidates. I do not totally agree with those people who belong to that school of thought. An examination is supposed to be derived from learning. It is the teaching that will determine the examination and the performance. The outcome is supposed to be measured by examination. Schools now wait to use the outcome to carry out their teaching activities. So, they will say ‘areas of concentration.’

How can the government and stakeholders move the educational sector forward?

Let’s focus on the 6-3-3-4 system. Let’s focus on the technical contents of their teaching. Let us make it work. Let’s equip their schools. Let’s recruit adequate and competent teachers. Provide teaching, learning, and laboratory facilities. Let there be libraries in schools. Let’s make sure the teachers teach by motivating them. Once you base the reward system on the number of students that passed, then teachers are led into doing the wrong thing. That’s why sometimes you see teachers organising for their candidates, writing on the chalkboard, dictating answers and all that because some states would say your promotion would be based on that. But when it’s genuinely done and they pass genuinely, yes you can reward them.

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Warum sind Cyberrisiken so schwer greifbar?

Als mehr oder weniger neuartiges Phänomen stellen Cyberrisiken Unternehmen und Versicherer vor besondere Herausforderungen. Nicht nur die neuen Schadenszenarien sind abstrakter oder noch nicht bekannt. Häufig sind immaterielle Werte durch Cyberrisiken in Gefahr. Diese wertvollen Vermögensgegenstände sind schwer bewertbar.

Obwohl die Gefahr durchaus wahrgenommen wird, unterschätzen viele Firmen ihr eigenes Risiko. Dies liegt unter anderem auch an den Veröffentlichungen zu Cyberrisiken. In der Presse finden sich unzählige Berichte von Cyberattacken auf namhafte und große Unternehmen. Den Weg in die Presse finden eben nur die spektakulären Fälle. Die dort genannten Schadenszenarien werden dann für das eigene Unternehmen als unrealistisch eingestuft. Die für die KMU nicht minder gefährlichen Cyber­attacken werden nur selten publiziert.

Aufgrund der fehlenden öffentlichen Meldungen von Sicherheitsvorfällen an Sicherheitsbehörden und wegen der fehlenden Presseberichte fällt es schwer, Fakten und Zahlen zur Risikolage zu erheben. Aber ohne diese Grundlage fällt es schwer, in entsprechende Sicherheitsmaßnahmen zu investieren.

Erklärungsleitfaden anhand eines Ursache-Wirkungs-Modells

Häufig nähert man sich dem Thema Cyberrisiko anlass- oder eventbezogen, also wenn sich neue Schaden­szenarien wie die weltweite WannaCry-Attacke entwickeln. Häufig wird auch akteursgebunden beleuchtet, wer Angreifer oder Opfer sein kann. Dadurch begrenzt man sich bei dem Thema häufig zu sehr nur auf die Cyberkriminalität. Um dem Thema Cyberrisiko jedoch gerecht zu werden, müssen auch weitere Ursachen hinzugezogen werden.

Mit einer Kategorisierung kann das Thema ganzheitlich und nachvollziehbar strukturiert werden. Ebenso hilft eine solche Kategorisierung dabei, eine Abgrenzung vorzunehmen, für welche Gefahren Versicherungsschutz über eine etwaige Cyberversicherung besteht und für welche nicht.

Die Ursachen sind dabei die Risiken, während finanzielle bzw. nicht finanzielle Verluste die Wirkungen sind. Cyberrisiken werden demnach in zwei Hauptursachen eingeteilt. Auf der einen Seite sind die nicht kriminellen Ursachen und auf der anderen Seite die kriminellen Ursachen zu nennen. Beide Ursachen können dabei in drei Untergruppen unterteilt werden.

Nicht kriminelle Ursachen

Höhere Gewalt

Häufig hat man bei dem Thema Cyberrisiko nur die kriminellen Ursachen vor Augen. Aber auch höhere Gewalt kann zu einem empfindlichen Datenverlust führen oder zumindest die Verfügbarkeit von Daten einschränken, indem Rechenzentren durch Naturkatastrophen wie beispielsweise Überschwemmungen oder Erdbeben zerstört werden. Ebenso sind Stromausfälle denkbar.

Menschliches Versagen/Fehlverhalten

Als Cyberrisiken sind auch unbeabsichtigtes und menschliches Fehlverhalten denkbar. Hierunter könnte das versehentliche Veröffentlichen von sensiblen Informationen fallen. Möglich sind eine falsche Adressierung, Wahl einer falschen Faxnummer oder das Hochladen sensibler Daten auf einen öffentlichen Bereich der Homepage.

Technisches Versagen

Auch Hardwaredefekte können zu einem herben Datenverlust führen. Neben einem Überhitzen von Rechnern sind Kurzschlüsse in Systemtechnik oder sogenannte Headcrashes von Festplatten denkbare Szenarien.

Kriminelle Ursachen


Hackerangriffe oder Cyberattacken sind in der Regel die Szenarien, die die Presse dominieren. Häufig wird von spektakulären Datendiebstählen auf große Firmen oder von weltweiten Angriffen mit sogenannten Kryptotrojanern berichtet. Opfer kann am Ende aber jeder werden. Ziele, Methoden und auch das Interesse sind vielfältig. Neben dem finanziellen Interesse können Hackerangriffe auch zur Spionage oder Sabotage eingesetzt werden. Mögliche Hackermethoden sind unter anderem: Social Engineering, Trojaner, DoS-Attacken oder Viren.

Physischer Angriff

Die Zielsetzung eines physischen Angriffs ist ähnlich dem eines Hacker­angriffs. Dabei wird nicht auf die Tools eines Hackerangriffs zurückgegriffen, sondern durch das physische Eindringen in Unternehmensgebäude das Ziel erreicht. Häufig sind es Mitarbeiter, die vertrauliche Informationen stehlen, da sie bereits den notwendigen Zugang zu den Daten besitzen.


Obwohl die Erpressung aufgrund der eingesetzten Methoden auch als Hacker­angriff gewertet werden könnte, ergibt eine Differenzierung Sinn. Erpressungsfälle durch Kryptotrojaner sind eines der häufigsten Schadenszenarien für kleinere und mittelständische Unternehmen. Außerdem sind auch Erpressungsfälle denkbar, bei denen sensible Daten gestohlen wurden und ein Lösegeld gefordert wird, damit sie nicht veröffentlicht oder weiterverkauft werden.

Ihre Cyberversicherung sollte zumindet folgende Schäden abdecken:


  • Soforthilfe und Forensik-Kosten (Kosten der Ursachenermittlung, Benachrichtigungskosten und Callcenter-Leistung)
  • Krisenkommunikation / PR-Maßnahmen
  • Systemverbesserungen nach einer Cyber-Attacke
  • Aufwendungen vor Eintritt des Versicherungsfalls

Cyber-Drittschäden (Haftpflicht):

  • Befriedigung oder Abwehr von Ansprüchen Dritter
  • Rechtswidrige elektronische Kommunikation
  • Ansprüche der E-Payment-Serviceprovider
  • Vertragsstrafe wegen der Verletzung von Geheimhaltungspflichten und Datenschutzvereinbarungen
  • Vertragliche Schadenersatzansprüche
  • Vertragliche Haftpflicht bei Datenverarbeitung durch Dritte
  • Rechtsverteidigungskosten


  • Betriebsunterbrechung
  • Betriebsunterbrechung durch Ausfall von Dienstleister (optional)
  • Mehrkosten
  • Wiederherstellung von Daten (auch Entfernen der Schadsoftware)
  • Cyber-Diebstahl: elektronischer Zahlungsverkehr, fehlerhafter Versand von Waren, Telefon-Mehrkosten/erhöhte Nutzungsentgelte
  • Cyber-Erpressung
  • Entschädigung mit Strafcharakter/Bußgeld
  • Ersatz-IT-Hardware
  • Cyber-Betrug