The application of this theoretical framework to the instructional development process suggests creating courses that facilitate learning on entry into the course, learning throughout the course, and transfer into the contexts for which the learning is meant to apply. To accomplish these objectives, courses should be developed that:

_Explain what the students are to learn and why in such a way that they can always understand both the immediate and long term usefulness of the course content (facilitates entry into the course; motivates learning).

_Consider the old knowledge that students bring with them to the course, and build new knowledge on the basis of this old knowledge (facilitates entry learning)

_Sequence each new lesson so that it builds on prior knowledge gained in the previous lessons (facilitates in-course learning).

_Integrate instruction in reading, writing, arithmetic, and problem solving into academic or technical training programs as the content of the course poses requirements for information processing using these skills that many potential students may not possess; avoid decontextualized basic skills "remedial" programs (facilitates in-course learning; motivates basic skills learning; reduces instruction time; develops "learning to learn" ability ).

_Derive objectives from careful analysis of the explicit and tacit knowledge and skill needed in the home, community, academic, technical training, or employment context for which the learner is preparing (facilitates transfer).

_Use, to the extent possible, learning contexts, tasks, materials, and procedures taken from the future situation in which the learner will be functioning (facilitates transfer).

The FCE notebook presents 112 pages of elaboration upon the principles summarized above and illustrates the application of these programs in case studies of programs for adults, including family literacy programs with a focus upon women's education that can provide an intergenerational transfer of language and literacy skills to their children.

Impact of FCE on Federal Government Projects: SCANS, EFF, and DoL

Functional Context Education concepts and principles have influenced federal government projects over the last decade and a half. In 1987, Arnold Packer, then of the Hudson Institute, visited me at the Applied Behavioral & Cognitive Sciences, Inc. (the ABC'S) in San Diego. At that time I briefed him on the work we had been doing on Functional Context Education (FCE) and gave him some materials about FCE. These materials indicated how it was possible to integrate the teaching of basic skills, reading, etc. with vocational training. Later that year Packer sent a letter to me at the ABC'S saying that, "I have just finished reading your "Functional Context Learning." It makes a great deal of sense to me and fits all my prejudices."