POLICE AND EDUCATORS JOIN FORCES IN ARMENIAN

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
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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.
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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