It is claimed that low-income people in Dhaka city do not have the financial ability to enjoy adecent housing environment. There is a clear lack of knowledge on how low-income people,drawing upon both their available income together and support from formal financial institutions,would be able to afford housing. It is commonly considered a fact that their access to formalfinancial means is largely hindered by their poor financial status, along with the absence of anyform of land tenure security. The case of this study demonstrates, on the contrary, the adequatefinancial ability of the urban poor when it comes to meeting rent and payments for other necessaryservices. This study therefore primarily responds to the critical issue of whether the government isunaware of informal housing practices, or is simply ignorant of low-income housing provision.In this study, perspectives on change are analyzed in order to comprehend the obstacles andchallenges embedded within the housing organizations of Dhaka city. Within the local governanceparadigm, the concepts of deliberative dialogue and partnership are explored with the aim toreveal both the resources rooted in ‘informal’ low-income housing practices, and the resources atstake for the ‘formal’ housing gatekeepers. Different land tenure security options are explored inorder to understand their compatibility with the informal nature of low-income housing. Thetheory of social business is critically reviewed, and used to examine whether low-incomeaffordable housing could be seen as a product resulting from partnerships between vested actors,for whom the low-income community could be considered to be both a beneficiary and a partner.This study suggests that outside the boundary of ‘formal’ housing, there is an unexplored andfunctional ‘informal’ housing market where de facto owners purchase ‘business tenure security’from the slum lords, while de facto tenants buy ‘house rental tenure security’ in exchange forregular rental payments. Within this informality, an innovative financial organization (the JhilparCooperative) has emerged as a creative platform for business investment. This study reveals thatJhilpar’s inhabitants pay more than 30 percent of their monthly income for housing. As anabsolute value, this is more than what is being paid by middle-class – and even many high-income– people. The slum inhabitants also pay more for a limited supply of basic services, such aselectricity.This study concludes that the formal housing gatekeepers lack a complete knowledge of‘informality’ – a notion reflected in, for example, the actual financial ability of the urban poor; thestrength and potentials of systematic community-based cooperative business; and housing relocationdecisions (employment-housing nexus). This fundamental lack of knowledge precludesthe housing gatekeepers from taking the right decisions to achieve affordable low-incomehousing. These deficiencies have led to low-income housing projects that have barely benefitedthe urban poor, benefiting other income groups instead. Low-income housing projects utilizingland title provision, sites and services schemes, and relocation to other places (amongst otherstrategies) disregard the nature, strength, and potentials of housing ‘informality’ in the slums inthe most pronounced manner. This identified knowledge gap also rules out private and publichousing gatekeepers employing their resources as enablers or providers. To improve this impassewith regard to affordable low-income housing, this study advocates a ‘social business model forlow-income housing’ as the most effective option for the Jhilpar community, wherebypartnerships would be built on an ‘investment’ mindset, through a shift away from conventional‘give away’ practices. / QC 20120221

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Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter.  Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget.   Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.”  Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet. / This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.