Keywords: Youth with intellectual disabilities (between 18 and 25 years of age), University program, Independent living and vocational training
|Name of Organisation||Corporación TransicionesCrecer|
|Type of organisation||Social enterprise|
|Funding model||Civil society funding + Income from the project itself|
Young people acquire skills and get a multidimensional training for productive life, a project for adult life and independent living from self-management and self-determination. It impacts the families strengthening them as co-managers of the young peoples life project and the plural and diverse university as a laboratory of good practices and coexistence for future professionals in a transdisciplinary way.
The project was born from the organised families of young people with intellectual disabilities.
130 young people and their families participated.
THEORY OF CHANGE
We asked projects to outline their impact model (also called Theory of Change) – their main target groups, the key activities they offer these target groups, and what impact they want to achieve:
|Young people with intellectual|
disability, between 18 and 30
years old, who lives in Bogotá or
other cities of Colombia.
|Higher education inclusion|
program with that aims to
strengthen skills for independent
and productive adult life, through
socio-labor practices in regular
business and entrepreneurships,
and structuring strategies and
|To offer real alternatives for|
independent and productive adult
life, taking in to account individual
characteristics, goals and support
needs, through the development
a cooperative model of solidarity
economy and the Common Good.
|Young people’s families||Person and family centered|
program, that aims to empower
families as co-managers, agents
of social change, and the
structural axis of supports,
organized as an alternative
productive company based on the
cooperative and solidary model.
|To empower families as the|
central pillar of the support
structure throughout life, allowing
self-determination and full social
inclusion, through constituting a
broad network of social change
agents, in the developing of an
alternative productive models.
|University community||Pedagogical innovation and|
knowledge management through
a collaborative and
transdisciplinary learning in
University Inclusion Trajectories.
|To contribute in the integral|
education of the future
professionals, through social
values as diversity, coexistence,
and a collaborative learning and
research. The aim is to impact
with the educational path with an
integral view that naturally
incorporate diversity as a
constitutive part of their