A vision of the open classroom: reliable and easy access to school learning for all; consistently high

quality learning material and learning support; and a framework to enable learning on the scale
necessary for cost effectiveness. The elements of the open classroom exist. It remains to find good ways
to put them in place. There is much to learn from experience. Good wine changes and improves as it
gets older. So it is with the techniques we still call ODL. A blend ofthe bestingredientsis maturing
well.But we must now use new bottles—the new learning technologies. We have yet to understand fully
how this transforms the product.

The concept of openness cannot be disengaged from the concept of building the learning environment.
For the first time it is now possible to deliver openness through the nature of the learning environment.
It is also possible to offer a learning experience that encapsulates more than one mode of learning and
multiple approaches to knowledge acquisition. One size never did fit all. It simply guaranteed that a
majority would never fit and would therefore fail. It is clear that this chapter argues that we should do
things differently. The models of innovation that have been discussed have hardly been tested on a
broad scale. We need new paradigms that stretch and focus new ideas. But we also need to do different
things, and perhaps this means, ultimately, that we ought to challenge the concept of the school as a
self-contained unit and look at the role of the school as a community resource that leaks into the adult
environment and the world of work. Such a school not only attempts to meet the educational and
intellectual needs of the community, but has a stake in knitting together the social fabric as well. It is a
holistic view of school in a holistic view of the community.

The essential characteristics of an institution set to tackle these challenges are as follows:
• the size, skills and professionalism to be able to operate on a scale that allows for the development of
quality materials and services at economic costs;
• a management structure that promotes and encourages initiative and the taking of responsibility;
• a philosophy and working practice that thrives on innovation;
• a learner/client-oriented approach by staff at all levels;
• a human resource development policy that enables staff to develop professionalism and rewards them
for exercising it;
• an ability to operate across the normal educational sub-sector boundaries;
• agreed funding formulas with government for services provided in response to government
educational priorities;
• sound financial management and entrepreneurial skills, and a preparedness to contract out work
where cost and quality advantages apply;

• strictly accountable, but nevertheless autonomous, financial management procedures;

• research capabilities to ensure quality of service, to identify new programmes and to develop
innovative approaches to open and distance learning