Tracking the policy literacy journey of students in a postgraduate diploma course in disability and rehabilitation studies
Abstract
Health and/or rehabilitation practitioners have to interact with policy decisions. Ideally, they need to be able to understand policies and to engage with them, however, practitioners are often not aware of policies and of how to engage with them. As a post graduate unit with a mandate to develop programmes that respond to practice needs, this article reports on the development of a policy analysis module as part of the Post Graduate Diploma in Disability and Rehabilitation Studies. In this article we report on the development of the module, the approach taken, and on student responses to the module. The course journey of enrolled students is narrated, highlighting the encouragement of student engagement and peer feedback as key to improved learning and understandings in higher education. Facilitators’ use of didactic approaches that centre students and participatory learning seem equally important for meaningful learning.
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References
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