This record is a partial extract of the original cable. The full text of the original cable is not available.

UNCLAS SECTION 01 OF 02 YEREVAN 001107 
 
SIPDIS 
 
DEPT FOR INL/AAE (JCAMPBELL), DRL, EUR/CACEN (ESIDEREAS), 
EUR/ACE, EUR/PPD 
 
E.O. 12598: N/A 
TAGS: KCRM PHUM EAID AM
SUBJECT: POLICE AND EDUCATORS JOIN FORCES IN ARMENIAN 
SCHOOLS 
 
 
¶1. SUMMARY.  Project Harmony implemented an INL funded legal 
socialization project that has helped to build bridges 
between Armenian students, educators and law 
enforcement officials.  The "ZANG" project brought 
together secondary teachers and policemen to create off- 
line and on-line curricula on Armenian law, the role of 
the police and the rights and responsibilities of the 
individual for secondary school children as well as 
children from institutions for juvenile delinquents and 
orphans.  The project--the first of its kind in 
Armenia-put the curricula to work in 22 pilot schools 
throughout the country.  We believe that this program 
has the potential to improve the general attitude 
toward the law and law enforcement bodies among 
Armenia's youth.  Moreover, this project will enable 
the successor generation to become an informed, active 
participant in the fight against corruption.  END 
SUMMARY. 
 
¶2.  PROJECT CURRICULA.  The course consists of 8 lesson 
plans that aim to stimulate discussion and creative and 
analytical thinking while improving students' 
understanding of the law and law enforcement officials. 
A pilot manual has been created and presented in 22 
schools throughout Armenia.  The lesson plans follow: 
 
--Lesson 1: The Law and Awareness of Youth: What is the role 
of law enforcement in everyday life and its importance? 
 
--Lesson 2: The State, the Law and Juveniles: Why do laws 
exist and how do they impact society and the 
individual? Subtopics: The Constitution, freedom, the 
law, and rights and responsibilities. 
 
--Lesson 3: Legal Process and Procedures. 
 
--Lesson 4: Corruption-Why should laws be obeyed? 
 
--Lesson 5: Making Good Choices: Smoking, Narcotics, Alcohol 
and Relevant Laws. 
 
--Lesson 6: How to Say No: Consequences of Smoking, Drinking 
and Abusing Drugs. 
 
--Lesson 7: Rules of the Road: Traffic Regulation and 
Safety. 
 
--Lesson 8: Wrapping Up: Expectations and Results. 
 
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National Police Committed and Active from the Top-Down 
+++++++++++++++++++++++++++++++++++++++++++++ +++++++++ 
 
¶3. Following her participation in the project's U.S. 
exchange component, Lt. Col. Nelli Duryan (head of the 
Juvenile Department of the National Police) redoubled 
her efforts to work with juvenile offenders and 
prevention programs.  Using what she learned during the 
program, she has initiated a series of reforms of the 
juvenile justice system.  She also assured that 
officers in the pilot regions actively participated in 
the ZANG project. 
 
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Teachers and Cops Team Up: A First Time for Everything. 
+++++++++++++++++++++++++++++++++++++++++++++ ++++++++++ 
 
¶4.  Although in Soviet times the juvenile police visited 
schools and work with actual and potential juvenile 
offenders, contact was largely limited to school 
principals and teachers and did not include liaison 
with or education of children.  Under the ZANG Project, 
police officers are active participants both in the 
educational process and in the students' discussions. 
Initially, both teachers and students were tense and 
held back their opinions.  As the course developed, 
communication greatly improved.  For example, in the 
Vardashen Special School-home to street children, 
juvenile delinquents, and children without parental 
guardians-there has been a dramatic change in the 
extent to which students are willing to express their 
opinions and ask questions of police.  Many of these 
children have had interaction (both good and bad) with 
law enforcement officials; the police officer working 
with this class informed us that after a few lessons 
some of the students admitted that they were originally 
fearful of reprisals if they were open or critical. 
Moreover, the students were fearful that police would 
attempt to use them as informants against their friends 
and acquaintances.  One student commented that he has 
learned that not all police are bad and that police 
should play an important role in society--that of 
maintaining order. 
 
¶5.  Police place juvenile offenders under ongoing, periodic 
surveillance.  Dealing appropriately with juvenile 
offenders, particularly once they have been paroled or 
have completed their sentence, is one area that 
continues to require improvement.  The ZANG project 
gave the Juvenile Police the opportunity to help young 
people recognize illegal and socially unacceptable 
behaviors.  This project also allows the police to take 
a proactive, preventive approach to at-risk children. 
The grandmother of one student who had served a 
juvenile sentence commented to Project Harmony that she 
was thrilled that this program is in place.  Her 
grandson brings home what he has learned in the ZANG 
lesson and enthusiastically continues his school 
discussion with her. 
 
¶6.  COMMENT.  During a project review workshop, police and 
educators unanimously agreed that the program was 
worthwhile and important.  Lt. Col. Duryan said that 
she is committed to continuing the ZANG project with or 
without funding.  We believe that this program can 
improve relations between Armenian law enforcement 
officials and the general public by overcoming the 
prevailing belief that the police cannot or will not 
help when needed.  Moreover, this project will engender 
responsible, law-abiding behavior in a society that has 
become used to extra judicial solutions to legal 
problems.  We look forward to the next stage of the 
project.  END COMMENT. 
 
ORDWAY