The overall strategic aim of this Group of Committees is 'to foster scientific development and learning, and the maintenance of high professional standards.'
As a professional body, professional educational standards and development are at the core of our purpose and are enshrined in the IPA's Memorandum of Association which empowers it to promote and conduct education and training in psychoanalytic theory and practice, and develop and promote high standards of psychoanalytic training method, treatment and practice.
As an international organisation that endorses training delivered by IPA constituent bodies, it is essential that we ensure that consistent standards are implemented globally and establish mechanisms to achieve this goal.
In 2003 the Board established a Working Group to investigate the varieties of training being used within the IPA. It was known that three different training models - the Eitingon, French and Uruguayan (these terms not denoting any particular geographic location or society)- were in use and that each of these operates within the tripartite system, consisting of a candidate's personal analysis, courses and seminars, and supervised control cases.
The Board also set up an Education Committee in 2005, charged with studying the three different training models in use. The principle issue was whether or not the application of these models might lead to training that did not meet the requirements of the IPA's procedural code.
The Working Group reported back to the Board in July 2005. The Education Committee met for the first time in December 2005 and submitted its report to the Board on the Three Models in June 2006. The Board agreed that in the first instance oversight would apply to societies wishing to change their training model.
Following further discussion, a paper dealing with oversight of existing practices was presented to the Board in July 2007. This was approved in part and following further deliberation by the Executive Committee it was decided to establish a new Education and Oversight Committee both to carry out the oversight function and to advise the Board on its development.
The Executive Committee recommended that the new Committee's mandate include the following points:
- Communicating with Societies to establish what models they are using.
- Contact with groups, Societies and Institutes who wish to change models
- Establishment of Site Visits to groups wishing to change models
To advise the Board on the overall integrity of, and to propose improvements for, the IPA's educational standards and their effective implementation in all IPA Constituent Organisations and other applicable fora.
- To pursue and deepen the study of the three educational models so as to identify those requirements which are essential and those which are contingent.
- To highlight the comparative implications and products of each model
To establish a dialogue with Directors of Institutes on educational issues
- To provide a source of advice on educational policy
- To maintain an overview of educational developments and their relevance to the IPA
- To evaluate the applicability and impact of emerging practices or variations created by technology or practical need in the light of IPA requirements and philosophy of training
- To gather comprehensive information and data from Constituent Organisations on:
- the Model adhered to
- specific educational practices employed
- To enter into active dialogue with Constituent Organisations with the aim of providing an IPA 'third' to their training process
- To provide advice and consultation on request to Constituent Organisations
- To ensure mutual collaboration between Constituent Organisations and the IPA to safeguard requirements of training in accordance with the IPA Procedural Code
The Committee will cover the following areas:
- Describing, comparing and contrasting the various models in terms of their professional philosophies, internal coherence, evaluation of candidates, criteria used to assess psychoanalytic competence
- Requirements and frequencies of candidates' training analyses and case sessions as part of a coherent model
- Practical procedures and core competencies within each model
The Chair of the Committee will provide a report to the Board not less than once a year outlining the actions and achievements of the Committee in pursuit of its Mandate.
Approved by the Board January 2008
Change of committee title to "Education Committee" approved by the Board July 2017