教育行(xing)業由于面(mian)向的對(dui)象(xiang)不(bu)同、承載的業務不(bu)同、受到(dao)破壞后造成(cheng)(cheng)的侵害(hai)程度(du)不(bu)同，因此需要(yao)采取不(bu)同的等(deng)級保(bao)護安(an)全(quan)(quan)防(fang)護思路，即部門信(xin)息系統與學校信(xin)息系統有(you)針對(dui)性的開展等(deng)級保(bao)護。信(xin)息系統受到(dao)破壞后造成(cheng)(cheng)的危(wei)害(hai)程度(du)與其安(an)全(quan)(quan)等(deng)級正相關，造成(cheng)(cheng)的危(wei)害(hai)程度(du)越大，安(an)全(quan)(quan)等(deng)級應越高。

部門信(xin)(xin)(xin)息(xi)(xi)系統(tong)(tong)(tong)(tong)：部門信(xin)(xin)(xin)息(xi)(xi)系統(tong)(tong)(tong)(tong)根(gen)據(ju)行政(zheng)級(ji)別、部署模式和業務類(lei)型與(yu)(yu)性質(zhi)三個(ge)維度(du)(du)(du)分析受(shou)到(dao)破(po)(po)壞后造成的(de)危(wei)害程度(du)(du)(du)。行政(zheng)級(ji)別與(yu)(yu)信(xin)(xin)(xin)息(xi)(xi)系統(tong)(tong)(tong)(tong)受(shou)到(dao)破(po)(po)壞后造成的(de)危(wei)害程度(du)(du)(du)正相關，級(ji)別越(yue)(yue)高(gao)則(ze)危(wei)害程度(du)(du)(du)越(yue)(yue)嚴重，反(fan)之則(ze)相對較輕；部署模式與(yu)(yu)信(xin)(xin)(xin)息(xi)(xi)系統(tong)(tong)(tong)(tong)受(shou)到(dao)破(po)(po)壞后造成的(de)危(wei)害程度(du)(du)(du)正相關，涉及的(de)單(dan)位越(yue)(yue)多則(ze)危(wei)害程度(du)(du)(du)越(yue)(yue)嚴重，統(tong)(tong)(tong)(tong)一(yi)運行信(xin)(xin)(xin)息(xi)(xi)系統(tong)(tong)(tong)(tong)大于內部信(xin)(xin)(xin)息(xi)(xi)系統(tong)(tong)(tong)(tong)。

學(xue)校(xiao)(xiao)信(xin)息(xi)系統(tong)：學(xue)校(xiao)(xiao)信(xin)息(xi)系統(tong)根(gen)據辦學(xue)規模(mo)(mo)、社(she)會(hui)影(ying)響力(li)、業務類型(xing)三個維(wei)度(du)(du)(du)分析受到(dao)破壞(huai)后(hou)造成的(de)(de)危害(hai)程(cheng)(cheng)度(du)(du)(du)。辦學(xue)規模(mo)(mo)與信(xin)息(xi)系統(tong)受到(dao)破壞(huai)后(hou)造成的(de)(de)危害(hai)程(cheng)(cheng)度(du)(du)(du)正相關，規模(mo)(mo)越(yue)大(da)則(ze)危害(hai)程(cheng)(cheng)度(du)(du)(du)越(yue)嚴(yan)重，高等學(xue)校(xiao)(xiao)信(xin)息(xi)系統(tong)大(da)于中(zhong)小學(xue)校(xiao)(xiao)信(xin)息(xi)系統(tong)；社(she)會(hui)影(ying)響力(li)與信(xin)息(xi)系統(tong)受到(dao)破壞(huai)后(hou)造成的(de)(de)危害(hai)程(cheng)(cheng)度(du)(du)(du)正相關，影(ying)響力(li)越(yue)大(da)則(ze)危害(hai)程(cheng)(cheng)度(du)(du)(du)越(yue)嚴(yan)重，“985工(gong)程(cheng)”學(xue)校和(he)“211工(gong)程(cheng)”學(xue)校大于其他高等學(xue)校。