Priority 2 · Develop programs
A documented CTE program, funding mechanism, or pathway supports targeted development; the current buyer and budget still need qualification.
Workforce Development / Connecticut
Selected skill and training priorities from reviewed workforce sources, chosen for relevance to career pathways and the Pearson portfolio. They are analytical selections, not an official top-three ranking or a measurement of statewide shortages. Program provision establishes a training priority, not proof that a deficit remains.
These evidence labels do not change the three map tiers. A reported shortage, a demand signal and a training priority are different findings.
| Skill need & evidence | Pearson product solution | How it could address the need | Validation & measurement |
|---|---|---|---|
Skill need & evidencePatient-care and medical-office preparationProgram priorityConnecticut lists CNA, phlebotomy and medical office assistant training. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionFoundation / partial match | How it could address the need Teach health-science foundations and practice clinical judgment; Knowledge Matters offers medical- and dental-assisting scenarios. Ready for Industry introduces healthcare work. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Select resources for the actual role. CNA, phlebotomy, pharmacy and nursing have different curricula, examinations and clinical requirements. Simulations do not replace approved clinical hours or licensure. Proposed success measuresInstructor-scored scenarios, approved practical competencies, certification eligibility and subsequent clinical or training progression. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceCustomer service and hospitality practiceProgram priorityReported pathways include hospitality, food handling and retail customer service. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionCapability match; occupational limits | How it could address the need Use Virtual Business–Hotel, Restaurant or Retail for operating decisions and service scenarios. Add workplace-readiness instruction and coached communication practice. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Choose the simulation relevant to the occupation. Banking needs its own role and compliance training. These products do not confer ServSafe, food-handler or culinary practical qualifications. Proposed success measuresService-role scenarios, operating decisions and employer/instructor rubric scores. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceDigital literacy and online participationProgram priorityThe report describes digital-literacy curricula, digital navigators and technology integration across programs. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionCapability match | How it could address the need Teach and practice foundational technology use; assess selected digital competencies before pursuing a relevant credential. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Check initial skill level, exact IC3 objectives, accessibility and existing licenses. Courses do not provide broadband, devices or digital navigators. Proposed success measuresPerformance on practical digital tasks before and after instruction; participation and independently verified credential attainment. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Use virtual coursework where it fits the approved pathway. Have the college verify course credit, transfer and degree applicability; have the credential issuer verify assessment requirements. eDynamic course completion alone does not award college credit.
Review Connecticut dual-enrollment evidence →Workforce partners confirm the tasks and affected learners. Product and Research verify the syllabus and evidence. Implementation confirms instruction, accessibility and practical experience. Sales and Government Affairs qualify the buyer, budget and purchasing route. Ty reviews the final recommendation.
Pearson government-relations evidence →State-submitted adult education / WIOA Title II report. Local examples retain their stated scope; not representative of every employer or all K–12 learners.
All 50 state PY2024 narrative reports retrieved and relevant sections reviewed; statewide employer-survey rankings have not been established for all 50.
Ty, local workforce partners and Pearson reviewers must approve exact competency mapping, learner fit, credential recognition, delivery and budget before action. No automated changes to tiers or commitments.
CT state narrative — National Reporting System, PY2024 ↗
PY2024 / 2024–25; may include later implementation updates · retrieved 2026-09-12
Product capability sources reviewed 2026-09-12. Portfolio inclusion does not establish state approval, available funding or procurement access. Workforce reports describe existing programs too; verify whether an unmet need remains before proposing replacement software.