An entry in the Encyclopedia of Educational Technology about FCE is at

http://coe.sdsu.edu/eet/articles/functionalce/index.htm

It includes an introduction to FCE stating (abridged here): General notions in education have traditionally held that literacy is a skill one must learn in one setting, then apply in others. The primary focus of FCE has been to promote improvement in literacy, as well as other basic skills, within instructional contexts that are highly relevant and useful to the learner. This allows for teaching methods that are optimal for adult learners; most adults are not motivated to learn if the content of instruction is not meaningful.

Most adult learners are highly unlikely to invest time in educational endeavors unless beneficial outcomes are very apparent. This factor is coupled with the reality that social stigmas are commonly associated with 'remedial' literacy programs. FCE provides opportunities for adults to improve reading and other skills within contexts that are conducive to their career and social goals.

4. FCE In High Schools. Over the years a number of organizations have taken up the banner of FCE under the label of “contextualized teaching.” For instance, for more than a decade, the Center for Occupational Research & Development (CORD) Web site: www.cord.org located in Waco, Texas has been involved in developing contextualized courses for students in the K-12 system. Dale Parnell, former President of the American Association for Community Colleges in the United States and a past member of the SCANS published a book with CORD entitled Contextual Teaching Works. In a chapter on What Research Says About Contextual Teaching he presents a review of the research on FCE that colleagues and I reported in Cast-off Youth and notes that this research offers a scientific base for contextualized teaching. The book provides examples of FCE programs in various high schools in the U.S. and Canada.

In September 2003, the American Youth Policy Forum (AYPF) produced a report edited by Betsy Brand entitled Essentials of High School Reform: New Forms of Assessment and Contextual Teaching and Learning. (Washington, DC: American Youth Policy Forum www.aypf.org ). The report includes two papers that discuss issues related to the development of contextualized teaching and learning (CTL) curricula in high schools and developing assessments that will provide a more accurate indication of student learning in CTL classrooms. In addition to presenting discussions of the issues and challenges that fact those who wish to move toward CTL, the report appendix offers examples of CTL using problem-based learning, service-learning, project-based learning, curriculum integration, work-based learning and collaborative/cooperative learning. It also provides some cases of CTL in high schools.

5. FCE In Community Colleges. A January 2003 report by C. Mazzeo et al. entitled Building Bridges to College and Careers: Contextualized Basic Skills Programs at Community Colleges is available from the Workforce Strategy Center on the web at http://www.workforcestrategy.org/publications/Contextualized_basic_ed_report.pdf

Citing the work on FCE reported in Cast-off Youth and other work stimulated by the SCANS work on contextualized teaching and learning (CTL) , the report’s authors describe their research in five community colleges that are committed to CTL, The authors of the report state that, “Research suggests that contextualized basic skills instruction is often more successful than traditional models of adult education in engaging disadvantaged individuals and linking them to work.”