Priority 1 · Validate first
A specific credential incentive, current expansion window, or dated graduation reform warrants early validation of a Pearson opportunity.
Workforce Development / Maryland
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 & evidenceOffice technology proficiencyDemand signalThe state workforce plan identifies Microsoft Office tools in November 2023 job postings; this is historical demand evidence, not a current measured deficit. Workforce evidence ↗December 2024 plan; November 2023 job-posting data | Pearson product solutionMatch depends on role | How it could address the need Use MOS preparation for Office tasks; select IT Specialist learning for technical support fundamentals. Ready for Industry adds IT workplace context. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Choose office productivity OR technical support based on the documented role. Neither qualifies someone for maintenance trades or every IT job. Confirm exact version and employer tasks. Proposed success measuresObserved Word/Excel or support-task performance, selected exam results and employer feedback. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceProgramming and data skillsDemand signalThe same plan names Python and SQL among requested technologies requiring deeper training. Workforce evidence ↗December 2024 plan; November 2023 job-posting data | Pearson product solutionFoundation / partial match | How it could address the need Use entry-level programming and database learning as a bridge toward the specific coding competencies employers identify. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Map the current course and exam objectives to Python, SQL or the requested technology. Foundational IT certification alone does not resolve advanced programming, database or AI skill shortages. Proposed success measuresIndependently reviewed code or database task, proficiency progression and employer-approved work sample. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceConstruction pathway preparationProgram priorityMaryland's narrative names NCCER Core as one possible IET training component delivered with approved partners. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionCapability match; trade selection required | How it could address the need Use NCCER Core and relevant craft materials with qualified instruction and practical assessment. Ready for Industry provides construction context before specialized training. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Confirm exact craft title and standard, accredited training arrangements, instructor capacity, tools and supervised practice. Crane, coatings, CNC and solar requirements need separate mapping; no universal trade credential is implied. Proposed success measuresDemonstrated craft competencies, safety performance and accepted module/credential completion. 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 Maryland 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.
MD state narrative — National Reporting System, PY2024 ↗
PY2024 / 2024–25; may include later implementation updates · retrieved 2026-09-12
Maryland workforce plan — section 2.4 Skill Gaps, printed pages 70–71 ↗
December 2024 plan; November 2023 job-posting data · 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.