From Catalyst to Companion: When Standards Serve, Not Steer
In discussions about adult education, there is often tension between two perspectives: the belief that education should trigger social change and the critique that standardization may undermine this goal by imposing rigid, top-down expectations.
Some critics argue that educational standards align more with the "banking model" of education, where trainers deposit knowledge into passive learners, than with an empowering, transformative approach. These concerns are particularly pronounced among marginalized and historically oppressed communities, where the imposition of standardized expectations may evoke echoes of exclusionary practices.
However, it’s worth challenging some of the assumptions underlying this debate. First, let’s question whether adult education is meant to trigger broad social change. While education can indeed lead to societal transformation, its core purpose is often more grounded: to provide individuals with the skills and competencies they need to achieve their personal and professional goals. In this context, transformation begins at the individual level. Over time, a small, consistent accumulation of skills and knowledge can lead to profound societal impacts. As the proverb goes, “A rising tide lifts all boats.” Empowering individuals through relevant, learner-centered education has a cumulative effect that can “move mountains” over generations.
Adult learners typically seek education directly applicable to their lives and work. They are not looking to become instruments for someone else's vision of social change. Instead, they want to be treated as self-directed, capable adults who can apply their learning practically. Their goals are often deeply personal: securing a better job, advancing in their careers, or gaining skills to support their families and communities. Education succeeds when it respects these aspirations and provides the tools to achieve them.
So, where do standards fit into this picture? Standards do not have to embody the banking model of education. Well-designed standards can be vital in supporting a learner-centered, transformative approach to education. Rather than imposing a one-size-fits-all framework, standards act as commitments to excellence. They ensure that, regardless of where or how an adult learns, the education they receive is consistent, relevant, and effective. In this way, high standards help create a level playing field where all learners, including those from marginalized backgrounds, can access quality educational opportunities.
Furthermore, standards can guide education providers in designing experiences prioritizing the learner's journey. This involves recognizing prior knowledge, accommodating learning styles, and emphasizing real-world applications. The best standards focus on meaningful outcomes, not just seat time or rote content delivery: What competencies have the learner gained? How can they apply these skills in their lives and careers?
Another important point is that standards are not static. They can evolve and adapt through consensus. By engaging diverse stakeholders (e.g., educators, learners, and community representatives) excellence can be defined in ways that reflect multiple perspectives and needs. This collaborative process ensures standards remain relevant and fair. It also offers a way to measure success in education without reverting to rigid or exclusionary practices.
Standards can serve as an on-ramp to quality education by promoting consistency and accountability, providing a foundation for trust. Learners and employers alike can have confidence that accredited programs deliver value. Moreover, standards create opportunities for innovation by encouraging providers to continuously improve and tailor their offerings to meet evolving learner needs.
By emphasizing learner-centered principles, meaningful outcomes, and adaptability, standards support the long-term societal change that results from empowering individuals. Far from being in conflict with the goals of social equity, well-crafted standards help pave the way toward greater opportunity and inclusion.
About the Author
Randy is a seasoned executive leader currently serving as the President and CEO of IACET, a non-profit accrediting body in the continuing education and training sector. With a focus on strategic vision and operational excellence, he effectively leads the organization to achieve its mission and goals.
With over two decades of experience in various leadership roles, Randy has a proven track record of driving organizational success. His expertise lies in aligning technological solutions with strategic objectives, ensuring operational efficiency and sustainable growth.