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 / Virginia
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 & evidenceDigital literacy and resilienceProgram priorityVirginia's provider-development priorities include digital literacy, resilience and quality online instruction. 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. |
Skill need & evidenceWelding and installation pathway preparationProgram priorityCorrections IET examples include welding and solar installation; do not generalize this population to a statewide shortage. 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. |
Skill need & evidenceLogistics-associate readinessProgram priorityLogistics associate is another reported corrections credential; employer and release-transition supports remain necessary. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionFoundation / partial match | How it could address the need Ready for Industry Logistics supplies industry context; Workplace & Internship Readiness supports communication and work expectations. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Driving, forklift and equipment operation require separate approved training, practical evaluation and applicable licensing. Confirm the audience and any existing state RFI access. Proposed success measuresWorkplace-scenario performance, supervisor feedback and progression to approved equipment or driving training. 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 Virginia 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.
VA 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.