How the U.S. Influences Iraq’s Elections by Training Young Leaders
webangah News Agency, International Desk: Since 2007, the United States has sought to expand its soft power in Iraq by establishing numerous non-governmental educational centers and conducting various training programs. One such initiative is the Iraqi Young Leaders Exchange Program (IYLP).
What is the IYLP?
The Iraqi Young Leaders Exchange Program (IYLP) is a cultural exchange program offering a one-month possibility for Iraqi high school and undergraduate students to travel to the united States. Supported materially and morally by the U.S. Embassy in Baghdad, it has engaged over 3,000 participants so far. The program serves multiple objectives including:
IYLP Program Content
The program content divides into three phases: pre-trip planning, activities during the U.S. visit, and post-trip follow-up.
Pre-Trip Phase
This phase consists of two parts. The first is an orientation session covering program details and travel information to prepare applicants for their journey to America. The second part involves a four-week online course held typically between May and June. During this time, participants receive instruction on topics such as societal challenges, problem identification, expectations from the program, problem-solving processes, among others.
In the United States
The visit includes various educational components designed to introduce students to American culture through carefully planned channels that restrict contact with their own relatives or acquaintances in America.
The one-month trip breaks down into four weeks as follows:
- Week One: A 4-7 day workshop held in Brattleboro, Vermont. Participants stay in dormitories alongside American or other international students studying at nearby institutions-experiencing typical student life firsthand.
- Weeks Two & Three: A 14-18 day segment hosted by selected universities (chosen without specific planning criteria) along with several American host families. Depending on circumstances:
- In one format-primarily for high school students but possibly extending to undergraduates-participants attend classes and activities at university from morning untill afternoon while spending evenings and weekends with American host families.
- A second format-for university students only-involves living with host families during weekdays but residing on campus midweek while attending academic sessions there.
- Week Four: A 4-7 day concluding session in Washington D.C., where participants discuss projects they intend to implement upon return home while again experiencing dormitory life within an academic setting.
Programs during these weeks focus on bridging cultural understanding aligned with IYLPS goals through activities like conflict resolution workshops, boat-building projects, film screenings, group discussions tailored toward engagement strategies consistent with cultural diplomacy objectives.
Post-Trip Phase
<pUpon returning from their summer exchange experience in America's educational surroundings under IYLP auspices, participants engage onc more in two weeks of online classes focusing on reviewing progress related to their local projects within Iraq.
Approximately six months later-a graduation conference typically takes place in Erbil where students present completed initiatives arising from this cultural exchange encounter.
Conclusion
IYLP programming emphasizes cultural influence more than solely technical skill development-especially for adolescents whose formative years heighten susceptibility both culturally and psychologically.
The distinct age bracket naturally elevates opportunities for imparting positive aspects of American life combined with warmth experienced through U.S.-based family hosting arrangements.
While undergraduate participants may spend time divided between campus living space immersion vs continuous homestay dependent upon logistics around “word learning” availability per hosting state conditions,
high school attendees invariably reside full-time over those two weeks within dedicated host households.
However this does not imply cultural elements diminish considerably among college-age attendees due simply because designated professional skills enhancement also forms part of programming; rather it remains evident that collective dances along ethnic religious site visits such as synagogues-in addition deliberately including openly LGBTQ+ instructors or comparable representatives amongst facilitators-are notable features integrated across participant groups reflecting foundational intentions driving these exchanges.
The United States pursues this educational-cultural approach seeking generation(s) inculcated consciously or unconsciously according to motives aligned chiefly around American values implanted deeply enough throughout formative experiences so those new leaders become agents diluting resistance discourse shaped fundamentally against western influence especially Islamic political currents; consequently undermining meaningful Shia identity expression within Iraq itself.
Ultimately practical outcomes manifest clearly: marginalization of anti-American Shi’ite movements; established indirect economic domination through controlling natural resources; installation of elected officials amenable toward Washington’s agenda;
and turning Iraq effectively into a forward operating base wielding implicit threat capacity against Iran’s interests under cover diplomatic pretenses.
