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

C O N F I D E N T I A L SECTION 01 OF 02 RANGOON 000390 
 
SIPDIS 
 
STATE FOR EAP/PD FOR ANNE SESHADRI, EAP/RSP FOR KAREN 
MCCARTHY, DRL/PHD FOR VANESSA GOLDING 
BANGKOK FOR USAID 
STATE PASS USAID FOR CHRISTINE WEGMAN 
 
E.O. 12958: DECL: 03/31/2015 
TAGS: KDEM KPAO EAID PREL BM
SUBJECT: PUBLIC DIPLOMACY TRAINING PROMOTES INTER-ETHNIC 
COOPERATION 
 
REF: A. 04 RANGOON 1456 
     ¶B. RANGOON 224 
     ¶C. RANGOON 345 
 
¶1. (U) This cable includes an Action Request.  Please see 
paragraph 11. 
 
¶2. (C) Summary.  As the "Global English" Program completes 
its fifth month, enthusiasm for the course remains high among 
the 23 enrolled participants representing nine ethnic 
democratic political parties. Despite some obstacles to 
attending the program, most participants have requested an 
extension of their enrollment beyond the program's current 
nine-month schedule.  They have affirmed that the program 
contributes to inter-ethnic understanding and (they hope) 
long-term cooperation.  To date, the program has covered 
globalization and economic development, including such topics 
as social indicators, and the role of international 
organizations.  Post seeks Department assistance to resolve 
outstanding ESF funding issues for the program.  End Summary. 
 
¶3. (C) A series of individual feedback sessions between 
Global English participants and public diplomacy officer 
revealed that enthusiasm for the course, initiated in October 
2003 (REFTEL A) and now completing its fifth month, remains 
high.  In fact, most of the 23 program participants, drawn 
from nine ethnic democratic parties, have requested the 
program be extended beyond its current nine-month term, 
saying that the coursework is contributing to the attainment 
of their long-term goals in politics, education (particularly 
in regards to English language study), and their own careers, 
and that additional in-depth study of subjects in the 
curriculum would be helpful. 
 
¶4.  (C) The participants made this request despite the fact 
that a number of them have outside commitments that at times 
limit their ability to attend class: some participants based 
in the provinces must return upcountry periodically for 
political consultations and/or to deal with family issues; 
others run their own businesses; and one is in the midst of 
formal university studies. 
 
¶5.  (C) More ominously, program attendance has been affected 
by recent SPDC moves against the democratic opposition, 
particularly Shan-affiliated political groups (REFTEL B). 
For example, two UNA-affiliated program participants were 
detained briefly for questioning by Burmese authorities in 
relation to the recent arrest of SNLD Chairmen of Khun Htun 
Oo and other Shan politicians.  A third class member left 
Rangoon, fearing negative consequences from his association 
with one of the arrested Shan politicians, and still another 
SNLD-affiliated member may depart Rangoon shortly in order to 
help reorganize the party in Shan State.  Separately, a class 
member from a Rohingya minority-affiliated party has also 
been detained for questioning by authorities and will likely 
face imprisonment (REFTEL C).  The detentions are apparently 
unrelated to participation in the Global English program, and 
in fact, to date, those detained and released resumed their 
attendance immediately. 
 
¶6. (C) To date, the program has covered globalization and 
economic development, including such topics as social 
indicators, and the role of international organizations. 
Embassy Economics Officer also discussed foreign direct 
investment and U.S. economic sanctions with the group. (Other 
Embassy Officers will lecture on additional topics in future 
classes.) However, the program has been unable to begin on 
its schedule of inviting expert speakers to visit because the 
ESF funding promised for the project has not arrived at post. 
 
 
¶7. (C) Though most of the program participants did not know 
each other prior to joining the program, all agree that their 
participation in Global English has helped increase 
inter-ethnic understanding.  Course members have discovered 
commonalties in the struggles of their fellow ethnic groups, 
and they hope this mutual understanding will engender 
long-term inter-ethnic cooperation. 
 
¶8. (C) Participants have learned more about Burma's place in 
the world, particularly in terms of its development status 
and economic situation.  Though most class members were aware 
of Burma's underdeveloped status, many were shocked and 
dismayed to learn of just how low Burma's status has sunk in 
relation to other countries in the world (as measured, for 
example, by the UN's Human Development Index) and the 
military regime's role in "attaining" that status. 
 
¶9. (C) The program's influence on individual's attitudes can 
sometimes be described as profound.  For example, one class 
member commented that learning about globalization and 
Burma's place in the world made him realize that he could no 
longer only consider the interests of his own ethnic group; 
he now comprehended the larger connections between his group 
and other parts of Burma and the rest of the world.  Another 
student mentioned how prior to joining the course, she 
believed armed struggle was an acceptable and effective means 
to achieve political goals for her ethnic group, but that she 
has since revised her thinking after learning about the 
non-violent methods of the Dr. Martin Luther King, Jr. (whom 
class participants studied in conjunction with Martin Luther 
King, Jr. Day and Black History Month). 
 
¶10. (C) The Global English Program is also having a positive 
multiplier effect within the various ethnic communities: to 
the extent possible, program participants disseminate 
information learned in the Global English program through 
their respective informal ethnic networks.  While the extent 
of these networks is limited, and the current oppressive 
political climate further discourages political discussion, 
the Global English program has helped inspire its 
participants to seek out these channels to promote political 
awareness among their fellow ethnics, particularly among the 
youth. 
 
¶11. (U) Action Request: While actual program implementation 
has been quite successful, post still awaits final resolution 
on ESF funding issues for the program.  The project leader is 
owed remuneration and has been working without pay since 15 
March.  Post appreciates all assistance from EAP and AID to 
expedite the direct apportionment of the ESF funding for this 
program. 
Martinez