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Bangladesh’s July Revolution: A Youth-Driven Paradigm Shift in Nation-Building


The July Revolution of 2024 represents a critical point in the political history of Bangladesh, being referred to by many as the nation’s “second independence.” Unlike previous movements primarily initiated by traditional political factions, this revolution was driven by the youth, particularly student activists who mobilized a nationwide movement opposing the government. The uprising, which originated from the Anti-Discrimination Students’ Movement, ultimately resulted in the fall of Sheikh Hasina’s 15-year authoritarian rule, thereby facilitating the establishment of an interim government focused on democratic renewal and institutional reforms.   In this analysis report, Abdullah al-Mamun examines the fundamental causes of the revolution, highlighting the deterioration of democratic principles, pervasive corruption, and widespread human rights violations that reinforce public dissatisfaction. Furthermore, he investigates the evolution of the movement—from its inception as a protest against discriminatory policies to its development into a comprehensive demand for regime change. The author also discusses the involvement of international actors, the reactions of regional powers, and the broader implications of Bangladesh’s changing political landscape. The July Revolution of 2024 represents a critical point in the political history of Bangladesh, being referred to by many as the nation’s “second independence.” Unlike previous movements primarily initiated by traditional political factions, this revolution was driven by the youth, particularly student activists who mobilized a nationwide movement opposing the government. The uprising, which originated from the Anti-Discrimination Students’ Movement, ultimately resulted in the fall of Sheikh Hasina’s 15-year authoritarian rule, thereby facilitating the establishment of an interim government focused on democratic renewal and institutional reforms. In this analysis report, Abdullah al-Mamun examines the fundamental causes of the revolution, highlighting the deterioration of democratic principles, pervasive corruption, and widespread human rights violations that reinforce public dissatisfaction. Furthermore, he investigates the evolution of the movement—from its inception as a protest against discriminatory policies to its development into a comprehensive demand for regime change. The author also discusses the involvement of international actors, the reactions of regional powers, and the broader implications of Bangladesh’s changing political landscape.

Social-Emotional Learning in Turkish Education System


The development of social and emotional skills is of critical importance for the enhancement of children's academic performance and lifelong learning, with a multitude of benefits that extend beyond the educational context. These benefits include the facilitation of learning, the reduction of behavioural problems, the adaptation to innovations, the ability to respond to changing employment demands, and the provision of support for disadvantaged students. It has been demonstrated that students who possess robust social and emotional competencies are better able to forge and sustain social connections, to cope with adversity, and to engage in learning. In recent years, a number of factors have had an adverse effect on students' emotional well-being, interpersonal interactions, social adaptation and stress and anxiety levels. These include bullying, adaptation problems, substance abuse, increases in uncontrolled technology use, and biological and natural disasters such as epidemics and earthquakes in schools. The significance of social and emotional competencies that enable students to navigate these challenges has become increasingly apparent. Social-emotional development is now regarded as a crucial aspect of children's education, and successful school reform initiatives have underscored its importance. The development of robust social and emotional competencies not only enhances students' academic abilities but also fosters the growth of crucial social and emotional skills, including resilience, self-control, and social awareness. In this context, it is crucial to foster the development of social-emotional competencies from an early age and to monitor this growth through structured assessment and evaluation processes. This study is focused on ascertaining the primary areas requiring attention by analysing the current practices for social and emotional learning, measurement, and evaluation of social and emotional skills in the global context, with a specific emphasis on the Turkish situation. The objective is to provide constructive suggestions based on the findings. The development of social and emotional skills is of critical importance for the enhancement of children's academic performance and lifelong learning, with a multitude of benefits that extend beyond the educational context. These benefits include the facilitation of learning, the reduction of behavioural problems, the adaptation to innovations, the ability to respond to changing employment demands, and the provision of support for disadvantaged students. It has been demonstrated that students who possess robust social and emotional competencies are better able to forge and sustain social connections, to cope with adversity, and to engage in learning. In recent years, a number of factors have had an adverse effect on students' emotional well-being, interpersonal interactions, social adaptation and stress and anxiety levels. These include bullying, adaptation problems, substance abuse, increases in uncontrolled technology use, and biological and natural disasters such as epidemics and earthquakes in schools. The significance of social and emotional competencies that enable students to navigate these challenges has become increasingly apparent. Social-emotional development is now regarded as a crucial aspect of children's education, and successful school reform initiatives have underscored its importance. The development of robust social and emotional competencies not only enhances students' academic abilities but also fosters the growth of crucial social and emotional skills, including resilience, self-control, and social awareness. In this context, it is crucial to foster the development of social-emotional competencies from an early age and to monitor this growth through structured assessment and evaluation processes. This study is focused on ascertaining the primary areas requiring attention by analysing the current practices for social and emotional learning, measurement, and evaluation of social and emotional skills in the global context, with a specific emphasis on the Turkish situation. The objective is to provide constructive suggestions based on the findings.

Attitudes on Migrants: An Analysis in the Context of Labour Markets

It would seem that the issue of migrants is currently a significant concern for the Turkish public. In the ongoing...

Preschool Education Report

This comprehensive examination of preschool education in Turkey covers its historical development, current status, comparative analyses, and essential needs and...

Monetary Policy

This report examines Turkey's monetary policies aimed at tackling high inflation and assesses their impact on Turkish society. Furthermore, it delves into...