World Congresses.
September 1952 - Amersfoort (Netherlands)
The bringing into practice in Europe of American casework; sanctions in re-education; cooperation between training centers for the institutional personnel and the institutions themselves; the case of the young person in a boarding school situation.July 1954 - Brussels (Belgium).
The essential aspects of work of a specialized educateur; the composition of groups in a boarding school; the training of the educateur of troubled youth.July 1956 - Fontainebleau (France).
By the third congress, UNESCO, a branch of the United Nations, saw the importance of the international association AIEJI. Through the efforts of UNESCO and the planning group for the third World Congress over 600 participants from 35 countries an d five continents attended the meeting in France. Three main themes were the focal point of discussion: The nature of the relationship between the educateur and the troubled youth; group dynamics and the educateur of troubled youth; social readaptation of young people by the milieu.June 1958 - Lausanne (Switzerland).
Continuing education for educateurs of troubled youth; criteria for maintaining troubled youth in their families.June 1960 - Rome (Italy).
The educateur of troubled youth and his mental hygiene.September-October 1963 - Freiburg-im-Breisgau (West Germany).
This congress, attended by many international known people, one of whom was the representative of the Secretary General of the United Nations, gathered together to discuss the central theme: "The basic educational, the specialization, and the ongoing training of educateurs of troubled children and youth". In attendance were representatives of 13 developping countries from Africa, South America and Asia. Their participation helped the international association to increase the interest of professionals around the world in third world countries. Their World Congress, in particular, was influential in the development of a school for educateurs in Betampa (Cameroon) in 1965.July 1970 - Versailles (France).
The social role of the educateur of troubled children and youth.April-May 1974 Geneva and Lausanne (Switzerland).
The educateur and the new behaviour of young people in difficulty.April 1978 Montreal (Quebec, Canada).
The future of maladjusted children.May 1982 Copenhagen (Denmark).
Between segregation and integration: The right to difference.May 1986 - Jerusalem (Israel).
Social and economic options in favour of youth in difficulty.July 1990 - New York (USA).
Young people in conflict: Building their tomorrows together.September 1994 - Potsdam (Germany).
June 1997 - Brescia (Italy).
June 2001 - Barcelona (Spain)
November 2005 - Montevideo (Uruguay)
Montevideo 2005