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This paper starts with the founding of UNESCO and the fundamental belief that humanitarian, social and political deficits in given societies can be corrected by means of education. The history of the UNESCO International Conferences on Adult Education (Elsinore, Montreal, Tokyo, Paris and Hamburg, 1949-1997) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself. In course of time, the position of participants (governments, NGOs and experts) has changed likewise. Since the author was a member of the German delegation at several of these conferences he feels competent to analyse the proceedings and to describe the atmosphere as well. (Contains 13 notes.) [Abstract presented in English, Spanish, and French.]

The two words in the title of this article--"migration" and "integration"--are bound closely together. If migration is to achieve some kind of closure, if immigration is to be experienced by the individual as an event that has a conclusion and if the social and legal environment of their new setting is to be accepted, there has to be integration, the willingness to integrate and models of integration. At the same time, we are aware that integration makes demands both of those who migrate and of those who form the majority of society and make integration possible through their willingness to accommodate newcomers. However, it is not a simple task to set out the requirements for integration since there are a number of linguistic, religious and traditional factors that stand in the way of integration and give rise to problems and conflict. Moreover, migration has occurred at various times and for a variety of reasons as a result of historical circumstances. (Contains 13 notes.)