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 / Vermont
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 & evidenceChildcare career preparationProgram priorityStep-Up To Child Care was one of Vermont's two implemented PY24 IET models. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionExploratory match | How it could address the need Evaluate an exact education or child-development course for introductory knowledge that could precede an approved educator or childcare pathway. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement A suitable course-level match has not been verified here. Product and state reviewers must confirm the title, syllabus, age fit and alignment. No ParaPro preparation, educator license or CDA approval is claimed. Proposed success measuresApproved syllabus-to-competency crosswalk, supervised-practice evidence and progression into the recognized program. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceApplied agriculture skillsProgram priorityThe Agriculture Program IET was the other implemented model. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionExploratory / partial match | How it could address the need Evaluate digital curriculum for the chosen agriculture pathway; NCCER Agricultural Technology is relevant only where agricultural construction, welding or equipment tasks are required. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Exact agriculture course alignment is unverified. Agricultural craft training is not automatically a fit for crop production or a specific farm model; preserve field practice and specialist instruction. Proposed success measuresEmployer- or instructor-observed field competencies after a verified course and task crosswalk. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceDigital and financial literacyProgram priorityThe Adult Diploma Program requires exposure to these topics through Teaching Skills That Matter. 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 Vermont 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.
VT 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.