Broad Autonomy Research Articles

Perubahan Hukum Tata Negara di Indonesia Setelah Amandemen UUD 1945

The 1945 Constitution has undergone four amendments. These amendments have brought significant changes to Indonesia's constitutional law. They encompass the transformation of the state from a unitary to a unitary state with broad autonomy, a shift in the governmental system from presidential to parliamentary-presidential, alterations in the presidential and vice-presidential election systems, changes in the judicial system, and modifications in the party system. This research aims to examine the changes in Indonesia's constitutional law following the amendments to the 1945 Constitution. Additionally, it seeks to analyze the impacts of these changes on Indonesia's constitutional system. The research employs a normative legal method, examining primary legal materials such as the 1945 Constitution and other related legislation concerning constitutional law. Furthermore, secondary legal materials such as books, articles, and journals related to constitutional law are also scrutinized. Based on the research findings, the alterations in Indonesia's constitutional law after the amendments to the 1945 Constitution have significantly impacted Indonesia's constitutional system, making it more democratic and ensuring greater respect for human rights.

Collaborative Approach on Digital Government Transformation: In-Depth Analysis from Expert Interview

Abstract Digital transformation changes how private and public organisations conduct their business, stressing the importance of collaboration with various stakeholders. The public sector, especially local government, is forced by citizens’ demands to change how it operates. This research examines the characteristics of existing literature on collaborative governance and digital transformation and explores the unevenness of digital transformation due to the broad autonomy granted to local governments. Qualitative methods were used, conducting in-depth interviews, advanced observations, and detailed data collection from government agencies, NGOs, and citizens of West Java, Indonesia. The enquiries reveal that governments faces silos and fragmented approaches. The results contribute to the literature, serve as a reference for improving the role of local government in collaborative digital transformation, and provide greater legitimacy in the public policy process. In the context of local government, the success of digital transformation initiatives in West Java can be attributed to effective collaboration and facilitative leadership from implementing the Penta-helix strategy and establishing Jabar Digital Service (JDS) as a dedicated unit for managing digital transformation.

Pembentukan Daerah Otonomi Baru: Pemekaran Provinsi Kepulauan Nias

Indonesia adheres to the principle of decentralization in administering its government. Each region has the right and is given the authority to manage its own government affairs. The granting of broad autonomy to the regions is directed at accelerating the realization of social welfare through service improvement, community empowerment and participation. Law No. 23 of 2014 wants the birth of a new autonomous region in Indonesia. The implementation mechanism is further regulated in Government Regulation No. 78 of 2007. Expansion of regions is one of the efforts to accelerate national development. The conditions that must be met in the expansion of the new autonomous regions include: 1) basic territorial requirements; 2) regional capacity requirements; and 3) administrative requirements. The Nias Islands are an area that has been planned to be split into a new autonomous region. The research method used is empirical juridical, namely research conducted to analyze the implementation of legal norms that apply in society. Discussions regarding the plan for regional division of the Nias Islands have started since 2009 but until now there has been no realization from the central government. The obstacle to the expansion of the division is the existence of a moratorium set by the President. Regional expansion is also considered to be a burden on state finances considering that apart from the Nias Islands, there are still many other regions that have also proposed to do division. However, when an area meets the requirements for expansion as stipulated in Government Regulation No. 78 of 2007 and there is an urgency why the area must be divided immediately. It is better if the moratorium is lifted so that each region that has met the requirements to carry out expansion can become a new autonomous region and become more developed because it is given the authority to manage its own region.

Каталония в рамках Испанской монархии: от Католических королей до войны за испанское наследство

Catalonia maintained broad autonomy for 200 years after the unification of Castile and Aragon at the end of the 15th centu-ry. It was determined both by historical background and by the political situation on the Iberian Peninsula. Ever since joining the Crown of Aragon in the 12th century, Catalonia had self-government, which was guaranteed after the marriage of Isabella of Castile and Fernando of Aragon. Their and their successors’ attempts to unify the subject lands were not con-sistent, since there was no urgent need for the centralization. Castile and its colonies provided sufficient resources for for-eign policy. After the outbreak of the Thirty Years' War, these resources were no longer enough, and the Spanish monarchs began to pursue a more active centralization policy. Catalonia responded with an uprising, which led to its transition under the French rule. After ten years of struggle, Philip IV managed to win back almost the entire rebellious region. Despite the treason, the Spanish monarchy decided to maintain Catalan privileges in order to ensure the loyalty of the region in the face of the ongoing confrontation with France.

Special Autonomy Fund as Implementation of Special Autonomy Policy Aceh

The purpose of this study is to evaluate the implementation of the Special Autonomy Fund in Aceh, an initiative that stems from decentralization policy reform in Indonesia that aims to promote regional development and resolve armed conflicts in Aceh. Through the literature study method, this study investigates the evolution of special autonomy policies, starting from the enactment of Law No. 22/1999 and Law No. 25/1999, to the ratification of Law No. 11 of 2006 concerning the Government of Aceh, which marked the transition from centralist government to decentralization, giving Aceh broad autonomy in various aspects of local life. Analysis of the data shows that the allocation of the Special Autonomy Fund, which began in 2008 and will continue until 2027, fluctuated, with an increase over the first 15 years followed by an anticipated gradual decline. The results of the study confirm that the Government of Aceh has succeeded in realizing most of the allocated funds, with emphasis on infrastructure, economy, poverty reduction, as well as education, social, and health, illustrating Aceh's effectiveness in using funds for development and community welfare. The study concludes that the Special Autonomy Fund has become an effective policy instrument in supporting Aceh's regional autonomy and sustainable development. These findings provide important implications for policymaking in other regions with similar uniqueness in Indonesia, offering insight into how asymmetric decentralization can be used as a tool for managing diversity within a unitary state.

Arrangement of Selected Government Affairs in the Implementation of Broad Autonomy in the Unitary State of the Republic of Indonesia

Implementing government affairs with broad autonomy, especially elective government affairs can promote and develop regional potential. However, in its regulation and implementation, some problems hamper creativity and the development of regional potential. This study aims to evaluate the development and practice of elective government affairs in Indonesia, find a way to strengthen elective government affairs, and realize the widest possible autonomy in the Unitary State of the Republic of Indonesia system. The research used normative law through a statutory, conceptual, and historical approach. The results showed that first, the development of regulations governing government affairs in Indonesia is only explicitly regulated in two laws, namely Law 32/2004 and Law 23/2014. On the other hand, this study found anomalies in the regulation of elective government affairs in Law 23/2014, namely that not all selected government affairs are delegated to provinces and districts/cities even though elective affairs have very potential in developing the potential and distinctiveness of the region. Not only that, in practice, selected government affairs are sometimes hampered by the application of NSPK from the central government. Second, the strengthening of selected government affairs to implement the widest possible autonomy can be done by strengthening selected government affairs based on the NKRI system and redesigning NSPK in the implementation of selected government affairs in the regions.

Principal Raudhatul Athfal's Participatory Behavior Practices in Implementing the Independent Curriculum in Indonesia

This research aims to describe and analyze the participatory behavioral practices of head Raudhatul Athfal in implementing the independent curriculum. This research uses a qualitative approach with a phenomenological type of research. Data was collected using interview, observation and documentation techniques. The data that has been collected is then analyzed using the Miles and Huberman model data analysis technique, which consists of data reduction, data display and verification. The research results show that the practice of participatory behavior towards teachers in implementing the independent curriculum and religious moderation at Raudhatul Athfal (RA) Nurul Dzikri is carried out through the following three efforts: (1) Involving teachers in making decisions related to the implementation of the independent curriculum; (2) Involving teachers in exercising self-control over their performance in implementing the independent curriculum and giving autonomy to teachers to work to complete their tasks and (3) Involving teachers in controlling leadership practices in implementing the independent curriculum. These three teacher involvements have positioned teachers as designers and primary implementers in implementing the independent curriculum. It gives them broad autonomy to manage the independent curriculum in the classroom. The involvement of teachers in making decisions related to the implementation of the independent curriculum, the involvement of teachers in controlling themselves and controlling the leadership of the school principal in implementing the independent curriculum, as well as their full authority to work following their ideas and creations make teacher performance in implementing the independent curriculum focused, organized and well managed by the school principal.

Music Education on YouTube and the Challenges of Platformization

In this paper, I critically examine platformized music education on YouTube. I suggest YouTube’s platform mechanisms influence music teaching and learning on the platform. The influence is present throughout the production, distribution, and monetization structures that YouTube-based music educators experience. I discuss how creators make videos with broad autonomy over what they produce but with a need to conform to platform affordances and to foment interaction with their content due to platform mechanisms such as datafication and commodification. Distribution is crucial to their work, yet YouTube’s algorithm and governance structures operate in powerful and opaque ways forcing music educators to navigate platform influences on their livelihoods and teaching. Finally, as creators earn money through their work, they encounter monetization structures and programs heavily entrenched in YouTube’s business model and have little agency or voice in shaping these structures and programs.

THE KURDISH PROBLEM AS A LEGACY OF THE VERSAILLES SYSTEM OF THE WORLD ORDER

The article analyzes the roots and origins of the Kurdish problem. The author puts forward the thesis that the unresolved Kurdish issue is closely related to the unfair redistribution of the borders of the Ottoman Empire by the victorious countries after the First World War. The Treaty of Sevres in 1920 and the subsequent Treaty of Lausanne in 1923, in fact, divided the borders of three new states of ethnic Kurdistan. Thus, the Kurds were deprived of the opportunity to create their own national state and found themselves in the position of oppressed minorities in Turkey, Iraq and Syria, as well as in Shah Iran. Having received a League of Nations mandate to govern Iraq and Syria, Great Britain and France cared least of all about the rights and freedoms of the Kurds. The so-called neo-colonizers relied in their rule on the comprador bourgeoisie from among the Arab tribal nobility and the military. The national liberation movement of the Kurds was brutally suppressed by local nationalists and the colonial troops supporting them. The problem of self-determination of Kurdish communities in the region is still relevant. At the level of an age-old dream and idea, the Kurds are unlikely to give up broad autonomy, a nation-state or a confederation.

OLIY TА’LIMNI MOLIYALАSHTIRISH: QIYOSIY TАHLIL

The article provides a comparative analysis of public relations related to the organization and regulation of the activities of charitable foundations in the USA, England, and Uzbekistan in educational institutions. Based on the analysis of national legislation, the features of the management of higher educational institutions are disclosed. The issues of granting broad autonomy and freedom in this area were considered. At the same time, proposals were put forward to bring the foundations of higher education financing into line with modern requirements, not only traditional sources of financing, but also the creation of funds based on the study of foreign experience using methods of generality, similarity, identification of features, and comparison. Appropriate conclusions were drawn, as well as suggestions and recommendations that should be applied in the future in scientific research works. As one of the modern means of eliminating problems related to the financial independence of higher educational institutions, applying the experience of universities in foreign countries was proposed to create charitable foundations (Endowment). The author reveals the history of the development of charitable foundations in Western and Eastern countries, their current situation, and the relevance of the organization of charitable foundations for higher education institutions in order to increase the attractiveness of education.

THE FINAL STAGE OF THE FIRST WORLD WAR AND THE POLITICAL SITUATION IN GEORGIA IN 1917

Nugzar Zosidze
 Email:n.zosidze@bsu.edu
 Associate Professor, Batumi Shota Rustaveli State University 
 Batumi, Georgia
 https://orcid.org/0000-0003-2613-3365
 Abstract. 1914-1921 is one of the most difficult periods in the history of Georgia. During this most difficult period, the country endured the stormy days of the Russian February Revolution of 1917 and the October revolutions. But with self-sacrificing battles and courageous actions of national forces, independence was restored. These years were even more painful from the point of view that certain regions of the country experienced the occupation of foreign countries several times.
 The topic of the history of the research period has become especially relevant since the beginning of the 90’s of the twentieth century. However, many details and features of these relationships have not yet been fully investigated, fully studied and scientifically substantiated.
 After the heavy political battles that developed in the Russian Empire in 1917, the social democrats became the vanguard of the national liberation struggle in Georgia, but at first they did not raise the issue of restoring national sovereignty. This could be due to the fact that at that time the political parties operating in Georgia had difficulty making independent decisions. It is true that the revolution forced Russia to give up active foreign policy, but it tried to interfere in the affairs of Transcaucasia.
 This is what led to the fact that social democrats and social federalists did not fight for national independence, but were satisfied only with broad autonomy, the legalization and practical implementation of which should be decided by the constituent assembly of the Russian Provisional Government. We share with the famous researcher of Georgian history historian Z. Avalishvili's opinion that at that stage, "no one thought of severing the state connection with Russia; Just as they didn't think about it in Estonia, Latvia and other parts of Russia. In this regard, it can be said that Georgia was on par with others’’.
 The small group of Georgian intellectuals, which was formed into the National Democratic Party in 1917, represented an important force in the national liberation struggle. They directly continued the program of the previous national liberation movement called „Tergdaleulebi“ and considered the 1783 treaty as the basis of the relationship. (G. Dekanozishvili, T. Sakhokia, P. Surguladze, L. Kereselidze, G. Machabeli and others).
 In connection with the mentioned issue, Professor Sh. Vadachkoria thinks that it is the correct political orientation of the social democrats that led to the restoration of Georgia's state independence. "Georgia's independence, renewal and perfection of its statehood and Georgian social democracy are inseparable from each other". We partially agree with the above-mentioned opinion and consider that it is wrong to ignore the contribution of the Social Democratic Party in this case.
 On October 25, 1917, the Bolsheviks overthrew the Provisional Government in the capital of the empire. On October 26, members of the Provisional Government, including Kerensky, were arrested in the Winter Palace. A Soviet government was established in Russia. After this coup d'état, the Transcaucasian de facto government, "Ozakom", lost its purpose. The missions of the Entente states wanted to create a government independent from Bolshevik Russia in Transcaucasia.
 We think that the creation of the Transcaucasian Commissariat was a politically correct step, since Transcaucasia was officially separated from Soviet Russia by the creation of a new regional body, but only until the restoration of the legal authority of Russia, which was an indication that Transcaucasia would not be declared an independent state. It was not favorable for Transcaucasia to remove the Caucasus Front, because otherwise it might lead to the strengthening of aggression from Turkey, and the forced occupation of Transcaucasia countries.

Permasalahan Pelaksanaan Manajemen Berbasis Sekolah pada Sekolah Dasar di Dabin Gugus Raden Sa’id Kabupaten Kudus

School-based management is a way of managing educational institutions in terms of planning, implementing and evaluating education. MBS stands for , a policy approach that aims to shape school leadership by empowering school leaders and increasing community participation in efforts to improve school performance, including teachers, students, parents and the community. In this case, education management according to MBS is different from previous education management which is centralized in nature, while MBS provides broad autonomy to the school unit itself and involves the community to participate in advancing education in schools. In other words, all school policies and programs are determined by the school committee based on deliberations from members consisting of regional education officials, school principals, teachers, parents' representatives, community leaders, and regional officials where the school is located. The democratization of education is carried out by involving elements of the local government, community and parents in a partnership relationship and fostering positive support for madrasah education. At this level, the decentralization of education as a result of autode includes three important points, namely school-based management, delegation of authority, and educational innovation. The new paradigm in the field of education has pushed towards more humane educational goals. Educational autonomy has provided an opportunity for regions to be able to spur education in their respective regions. While in decentralized management, a lot of central, regional, and regional offices authority is handed over to schools. With this approach, schools will be more empowered and the decisions they make will be more effective and efficient. In the context of implementing SBM, school functions that were originally carried out by the government were partially decentralized to schools to run professionally. For this reason, schools need to build good relations with the community. Schools have programs that need to be introduced to the community, schools also accept criticism and suggestions from the community.

Pasang Surut Otonomi Daerah dalam Kerangka NKRI

Indonesia is a unitary state formed by a republic. As a unitary state, Indonesia adheres to the principle of decentralization in governance. By giving the opportunity and flexibility to the regions to carry out regional autonomy as wide as possible. The authority of broad autonomy is the discretion of the region to organize government which includes the authority of most areas of government. Especially in a modern state, especially when it is associated with the notion of a welfare state, the number of government affairs cannot be identified, because the autonomy authority covers all aspects of people's lives, especially those related to service affairs and public interests. In addition to being very broad, government affairs can always expand in line with the expansion of the duties of the state and/or government. Likewise, Indonesia in carrying out regional autonomy has more or less adopted the concept of federalism so that it is feared that it will disrupt the stability of Indonesia as a unitary state, because after all the regions, within the unitary state of the Republic of Indonesia are an eenheidstaat, Indonesia will not have regions within its environment that are staat either. Thus the implementation of regional autonomy in a unitary state has its limits.

An ideal relationship between central and regional authorities in Indonesia: The 1945 constitution perspective

Indonesian central and regional government relationship often changes along with domestic political development and people’s needs. Law no. 1/1945 contained the concept of Indonesia’s autonomy with people’s sovereignty, and Law no. 22 of 1948 contained the concept of ‘the broadest economy.’ During the 1950 Provisional Constitution era, Law no. 1/1957 and Law no. 6/159 contained the concept of real and broadest autonomy. During the 1945 Constitution in New Order Era, presidential decree No. 6 of 1959 stipulated the real and broadest autonomy, in addition to Law no. 18/ 1965 with a similar concept and deconcentration principle, Law no. 5 /1974 on real and responsible autonomy, stipulating that decentralization is equally important to deconcentration, Law no. No. 22 of 1999 stipulated the real and broadest autonomy, in addition to Law no. 32/2004 on the amendment of real autonomy. Law no. 23 of 2014 tends to adhere to the deconcentration principle. This normative legal study employed secondary data sources, including the 1945 Constitution, Law no. 22/1999 on local government, Law no. 32/2004 on local government, Law no. 23/2014 on local government, Law no. 9/2015 on the second amendment of Law no. 23/2014 on local government, and relevant books, articles, and papers.

Various Forms of Regional Policy Supervision in the Era of Broad Autonomy

Purpose: 
 Following abolishing all controlling measures except repressive control, decentralisation triggered fundamental changes in local government administration. Tight control may obstruct regions' autonomy and hamper central-regional relations. Proportional control is indispensable for balancing local governments' freedom. All monitoring measures outside Act 32/2004 are unwarranted without improvement of legal instruments at the central government.
 Methodology:
 The method in the given text revolves around the historical analysis and constitutional references to explain the concept of autonomy in the Indonesian regional government system. It highlights the evolution of autonomy from the 1950 Provisional Constitution to the 1945 Constitution amendments, emphasizing the need for autonomy to prevent secessionist tendencies.
 Findings: 
 Supervision in autonomy serves as a crucial control tool, impacting regional freedom and either fostering autonomy or promoting centralization, contingent on the government system. Historical patterns reveal strict centralization in regional policies, limiting regional autonomy.

Asymmetric decentralization with selective broad autonomy in the state administration system

Asymmetric decentralization is the opening of space for the implementation and creativity of the province in the implementation of regional government outside the general and special provisions. The purpose of this paper is to analyze the concept of asymmetric decadency with selective broad autonomy to make it easier to grant autonomy to the regions. The term decentralization is the administration of government in which functions, duties, and authorities are delegated to the widest possible extent to the regions. (Sarundajang, 2011). The methodology employed in this research was a normative study with doctrinaire research or called library research or document study (Waluyo, 2008). The main findings of the paper, the differences in the character and culture of each region make the administration of government in the regions not monopolized by the central government, which is feared will homogenize the pattern of government in all regions. The concept of asymmetric decentralization with the principle of broad and selective autonomy is the right choice for the administration of regional government in the future. The conclusion that the concept of asymmetric decentralization with broad selective autonomy is one alternative to facilitate the realization of the goal of granting autonomy to the regions.

The Person of the Arbitrator in Comparative Perspective of Czech and German Law

Summary In arbitration, it is the parties who, on the basis of various criteria – experience, references, expertise, previous meetings, etc. – can determine who will decide their dispute as an arbitrator. In this respect, arbitration differs fundamentally from proceedings before the ordinary courts in civil proceedings, where the judge is appointed on the basis of a work schedule and the parties to the dispute cannot change the judge so appointed by agreement. Nonetheless, despite the broad autonomy of the parties, the various legal systems lay down certain conditions which must be met by any person wishing to act as an arbitrator. This article takes a comparative view of these legal conditions to act as an arbitrator and seeks to highlight the differences in the conditions defined, the (in)appropriateness of certain conditions and the fact that a person who does not meet the conditions to act as an arbitrator under one legal system does not automatically mean that he cannot be an arbitrator under another legal system..

Organizational-pedagogical and organizational-methodical conditions for the development and implementation of distance learning in ‘Physical Education

Improving the distance form of education in ‘Physical Education’ requires the development and introduction into the educational process of computer programs that would effectively contribute to the successful involvement of both relatively healthy and physically impaired students in their own systematic and safe physical education classes. The purpose of the article was to substantiate the thesaurus of organizational-pedagogical and organizational-methodical conditions for organizing the process of distance education of higher education seekers (students) in ‘Physical Education’. As a result of the study, it was established that the transition to a distance form of education in ‘Physical Education’ requires the need for prior justification of a number of organizational-pedagogical and organizational-methodical conditions for the organization of the education process. In this study, the most important requirements and content of the specified conditions are defined. The generalization of the achievements of scientists and methodologists can be considered the thesaurus of basic concepts and information that should determine the creation of effective methodical systems on this basis in each higher education institution, aimed at the successful implementation of distance learning in ‘Physical Education’. Organizational and methodological conditions in the educational process of ‘Physical Education’ are understood as a set of objective possibilities of educational content, methods, organizational forms and types of activities of students, which contribute to the effective implementation of the model of formation and ensuring their readiness to conduct their own physical culture and health classes. At the same time, a person-oriented approach provides for the creation of conditions for such activities, under which the pedagogical process reflects the type of teacher for whom the personal development (self-development) of a person becomes a priority. In some cases, the Ministry of Education and Science of Ukraine assumes responsibility for determining the organizational and methodological foundations of the educational process. However, based on the broad autonomy of higher education institutions, such regulation by the Ministry of Education and Culture regarding higher education institutions has not been taking place in recent years. This means that there are other means of spreading pedagogical innovations in higher education. Namely, both scientific justification of ripe innovations and their subsequent practical approbation are needed. Only in this way, the positive achievements obtained will serve as a model for other educational institutions and can be disseminated.

THE EXISTENCE OF THE GOVERNOR'S SUPERVISION OF REGIONAL REGULATIONS AND REGIONAL HEAD REGULATIONS OF REGENCY/CITY IN THE UNITED STATE OF THE REPUBLIC OF INDONESIA

The role of the Governor as a representative of the Government in this era of broad autonomy is very strategic, where as the holder of the mandate from the President to oversee Regional Regulations and Regional Head Regulations of Regency/City need to be strengthened. After the Constitutional Court Decision Number 137/PUU-XIII/2015, Minister of Home Affairs Regulation Number 120 of 2018, which essentially regulates the addition of Verification in preventive supervision, and changes in form from Cancellation to Clarification in repressive supervision. However, with the amendment of Article 251 of Law Number 23 of 2014 through Article 176 Point 3 of Law Number 11 of 2020, repressive supervision is no longer known. In contrast to Law Number 1 of 2022, repressive supervision of Regional Regulations concerning Regional Taxes and Levies is regulated, but it is no longer the authority of the Governor, but has been handled directly by the Central Government. This fact of legal norms weakens the existence of the Governor's supervision of Regional Regulations and Regional Head Regulations of Regency/City, so that an ideal concept is needed in the form of structural integration; through the establishment of regional regulatory bodies, as well as substantially; through the implementation of integrated supervisory regulations under the coordination of regional regulatory agencies, which are managed digitally. Key words: Supervision; Local Regulation/Regional Head Regulation; Unitary State.

Національне пи- тання на Женевській конференції соціалістичних партій Росії (2-8 квітня 1905 р.): дискусії та рішення

The purpose of the study is to shed light on the SRs’ consideration of projects to resolve the national issue in the Russian Empire at the Geneva Conference of Socialist Parties and to evaluate the proposed ideas for Russia’s restructuring. In the context of reviewing the discussions, special attention was paid to the future of tsarist-enslaved peoples, who were represented at the meetings by delegates from the National Socialist parties and demanded autonomous status, and sometimes national independence and secession from Russia, as in the case of Poland and Finland. The research methodology is based on the principles of concrete-historical approach or historicism, objectivity, comprehensiveness and integrity, systematics, as well as the use of the methods – analysis and synthesis, historical-comparative, historical-typological and problem-chronological. The scientifi c novelty is that in the course of the study for the fi rst time there’s been an attempt made to analyze the consideration of the national question in the Russian Empire at the Geneva Conference and to fi nd out the attitude of the delegates from the National Socialist Parties to the SR projects. A complex topic is considered, which is practically not disclosed in historical studies of this period. Conclusions. Th e Geneva Conference was an important stage in the development of the Russian Revolution, when the leading socialist forces of Russia, as well as the national socialist parties and organizations, sought to understand each other in order to defeat the common enemy, tsarism. It demonstrated common views on the federalization of the Russian state in the postrevolutionary era and the granting of broad autonomy to enslaved nations. A separate point of the agreement was the support for perestroika mechanisms, which stated that the aim of the revolution would be to convene a Constituent Assembly, not only in Russia but also in Poland and Finland, which stated the abolition of tsarism and building a democratic republic. However, the events of the revolution made their adjustments to the plans of the Socialists, so the agreements in Geneva were never implemented in practice.