Lots of people have progressions for lots of things, but that does not make them "right" or necessarily "better" for all people. I switched high schools in the middle of my freshman year. The old high school taught trigonometry first, then algebra. The new one taught algebra then trig. The new high school put me in the advanced sophomore algebra class to finish algebra in my freshman year then tried to put me in the advanced freshman trig class in my sophomore year. Since I'd already had that class in jr high, I just did all the homework and took all the tests in about 6 weeks and then goofed off the rest of the time. So much for that progression.
Golf has lots of different progressions. Most pros start with grip, stance/posture then aiming, but even that order can vary. From there, some start with putting, other with chipping and still others going right the full swing. My observation is that golf is even less than skiing when it comes to progressions.
PSIA used to have a progression (Centerline was a good, but oft misunderstood model of it). Now we have the "Stepping Stones" concept. This concept applies the analogy of crossing a stream by stepping on different stones to learning skiing by learning different skills. Like crossing a stream, it does not matter which of many stones you step on, or which order you step on them as long as you get across. There are other ski teaching organizations that still use progressions successfully. The Swiss have a fairly standard one for teaching children.
BTW - there is a recording of the skills learned -> inside the skier. Experienced pros can read students like a book.
Using progressions versus teaching "randomly" is a trade off. Progressions can make teaching easier for instructors and make instruction more logical to the students. Random (or what we call student centered) instruction can make learning more efficient for the student because they only focus on what they need the most, but requires more instructor training before this approach will "work". At most US resorts, you will find that new instructors teach learn to ski lessons using a progression that is standard for that resort. After they gain experience teaching, they then learn how to teach student centered lessons at all levels.
One big difference in ski teaching progressions is whether students learn to ski in a wedge or start learning to ski with their skis parallel. Since there are differing opinions as to which approach is preferred, I'll throw out the theory that giving the student the choice of which "progression" to use is a positive. Free market people would say that the market is best at deciding which approach is better. If you believe this, then it is easy to believe in the advantages of the stepping stones teaching system.
For a while at my ski school we had instructor clinics that were skill focused. We had clinics for balance, edging, rotary and pressure. We often had a herd of instructors in those clinics. We tried offering these to the general public but it caused a stampede in the opposite direction. :)
There are a lot more aspects to drills. First, there is no universal agreement on 100% correct form. Many instructors can do a wedge turn drill with sufficient enough quality to successfully teach it to students and for it to be indistinguishable to first time skiers from wedge turns demonstrated by an instructor with greater skill. In the US, wedge turns are part of the certification tests at all levels. The skill standard for passing is greater at each level. Even though students may not be able to detect the difference in skill, there are subtle differences that are definable and testable. These differences alone do not lead to a big difference in student outcomes, but they are part of a package of differences that instructor certification attests to. Other aspects of drills that are important are things to look for (both pro and con) and under what conditions the drill is most effective (i.e. when to use or not use a drill). Finally, the highest level of drill competency is when an instructor can make impromptu variations to the drill to customize it to student needs and conditions du jour.
While I have little hope for reduced insurance costs, I also hope that better lessons lead to more skier visits. There is one way you can personally contribute to this effort: start teaching!