A work
in progress edited by Daniel
Schugurensky
Department of Adult Education, Community Development and Counselling Psychology,
The Ontario Institute for Studies in
Education of the University of Toronto (OISE/UT)
In
January of 1971, the UK Open University began its operations, putting in
practice a new concept in adult and higher education. For Walter Perry, the
first Vice-Chancellor of the Open University, the concept of the Open University
evolved from the convergence of three major postwar educational trends: a)
developments in the provision for adult education; b) the growth of educational
broadcasting, and c) the political objective of promoting the spread of
egalitarianism in education (Perry, 1976).
The
Background
By
1971, when the Open University was established, Great Britain had long been the
site of innovative ideas in adult education. As early as 1924, the Adult
Education Committee of the Board of Education and the British Institute of Adult
Education partnered with the BBC for produce a series of regular talks,
distributing 20,000 copies of a printed syllabus. Shortly thereafter, in 1926,
J.S. Stobart wrote a memorandum to Lord Reith regarding the possibility of a
“wireless university” (Perry, 1976). Decades later, on Easter Sunday, 1963,
Harold Wilson, Leader of the Labour Opposition, arrived at the idea of a
“University of the Air” (MacArthur, 1974). He may have been influenced by a
number of sources: the 1961 Independent Television Authority (ITA) pamphlet by
Professor George Wedell; the arguments of prominent engineer R.C.G. Williams for
a “televarsity” linking correspondence technical study, broadcast and school
visits; or the 1962 article endorsing a “National Extension College” written
by Dr. Michael Young, the head of Labour Party Research (Perry, 1976). He may
also have been aware of talks between the BBC and the Ministry of Education
regarding a “College of the Air”. It is certain that, during his visits to
the Soviet Union, Wilson discovered that 60% of Soviet engineers had earned
their degrees via correspondence supplemented by radio broadcasting and followed
by one year of university study in Moscow.
In addition, Wilson was a friend of United States Senator William Benton,
the Chairman of Encyclopaedia Britannica, and he was interested in the potential
of the teaching films produced by Benton’s company. Wilson thought it was
possible to integrate the Soviet method with U.S. visual teaching aids (MacArthur,
1974).
On
September 8th, 1963, Wilson made a speech in Glasgow proposing a
“University of the Air”, a program of nationally-organized correspondence
courses with supplemental material to be presented on a fourth television
channel (“Early Development”,
1972). Wilson’s plan implied a consortium of various interests: university
extra-mural departments, Workers’ Education Association, BBC education work,
correspondence colleges, and local night classes
(Perry, 1976). Even so, there was no explicit “mention that it was to
be a university to redeem the failure of the traditional universities to recruit
more than a small proportion of their students from working class homes” (MacArthur,
1974, p.4). Moreover, Wilson’s initial concept did not begin to define the
institution that ultimately emerged, with its own charter, genuine academic
standards and autonomy (MacArthur, 1974).
In
1964 the “University of the Air” appeared in the Labour Manifesto for the
general election in October, which Labour won by a small majority. In March
1965, Prime Minister Wilson appointed Jennie Lee to the position of Minister of
Arts in the Ministry of Public Buildings and Works, and removed responsibility
for Arts from Treasury to the Department of Education and Science (MacArthur,
1974). Lee was Chairman of the Parliamentary Committee convened to investigate
the practicability of Wilson’s project (“Early
Development”, 1972). She reported directly to the Prime Minster and had full
responsibility for championing the cause of the “University of the Air”. As
one historian noted, “Mr. Wilson knew that by selecting Jennie to steer [the
Open University] into being, he had chosen a politician of steely will, coupled
both with tenacity and charm, who was no respecter of protocol and who would
refuse to be defeated or frustrated by the scepticism about the university which
persisted not only in the Department of Education and Sciences (DES) but also in
universities, among MPs, and among the community of Adult Educators” (MacArthur,
1974, p. 5). Lee visited Moscow and Chicago (the home of Wilson’s
Benton-Britannica connection) on research while Lord Goodman conducted
negotiations with the BBC to determine if there was an educational case for a
fourth television channel (MacArthur, 1974).
By
1965, the proposal for a “College of the Air” initiated by the previous
Conservative Government was ready for submission to the ministers. Lee flatly
rejected the idea – for her, only a university would do (MacArthur, 1974). Lee
was mindful of the fact that Adult Education was not well-respected by the DES
and considered to be “the patch on the backside of our educational trousers”
(Perry, 1976). She therefore insisted that the institution must be able to award
recognized academic degrees with no compromise on academic standards (MacArthur,
1974). As stated in the February 1966 White Paper, A
University of the Air, “There can be no question of offering to students a
makeshift project inferior in quality to other universities. That would defeat
its whole purpose. Its status will be determined by the quality of its
teaching” (MacArthur, 1974, p. 6). Critics charged that the scheme was an
obscene waste of money: socialism at its impractical worst
(Perry, 1976). Perhaps the public disagreed: Labour was returned to an
even larger majority Government on 31 March 1966.
Afterwards,
Jennie Lee worked with BBC executives on the financial details, and tabled
reports demonstrating that the project was feasible. She also developed the Open
University’s first clear statement of purpose: an educational body offering
general degrees (not honours) consisting of two majors and three minors, under
the leadership of a Vice-Chancellor, and accountable to the DES instead of the
traditional University Grants Committee. Broadcasting support was to be provided
by BBC2 and BBC Radio. Unfortunately, a fourth television channel was too
expensive at £25 million (MacArthur, 1974). Despite a lack of enthusiasm from
Cabinet, bureaucrats, educators, and the press, the project went ahead on the
support of the Prime Minister and propelled by Lee
(Perry, 1976). Sir Peter Venables was selected to maintain the momentum
as Chairman of the Planning Committee (MacArthur, 1974). The final report was
submitted to Edward Short, the Secretary of State for Education and Science on
31 December 1968, and it was accepted 28 January 1969 (MacArthur, 1974), thus
committing the Government to fund the project with an annual sum of £3.7
million (Perry, 1976). On 30 May 1969, the Charter of the Open University was
given Royal Assent, and became an autonomous and independent institution .
The University Council consisted of thirty-nine members, drawn from a
variety of public institutions, “broadly representing those segments of the
public with a legitimate interest in the future of the University” (Early
Development, 1972, p. 2).
Walter
Perry, the former Vice-Principal of Edinburgh University, was appointed
Vice-Chancellor of the Open University and had eighteen months to implement the
plan without the benefit of an administrative staff, independent budget, or
identity separate from the DES. Fortunately, he discovered that there was
emerging goodwill from the educational community and other key stakeholders
(Early Development, 1972). Nevertheless, some Government ministers resented the
fact that no Labour party appointees were named to the executive, even though
the executive had a considerable left-of-centre bias (Perry, 1976). Venables and
Perry insisted that the new university must be politically independent to have
any academic credibility, and Lee concurred. Perry’s first task was to
determine the number of potential students – estimates had ranged from 170,000
to 450,000, of whom 34,000 to 150,000 might enroll. After much debate, an
agreement was reached that the student population would level out at 36,000 to
42,000, and construction began on Open University headquarters at Milton Keynes
(MacArthur, 1974) as the number of full-time staff rose from 4 to 183 (Early
Development, 1972). In the summer of 1970, shortly before the University was set
to open, the Labour Government fell to the Conservatives and the bipartisan
tactics of Lee, Venables and Perry proved to be a wise strategy (Perry, 1976).
The new Government still endorsed the university, but it cut its budget by £1
million over three years, via its new Minister of Education, Margaret Thatcher (MacArthur,
1974).
January
1971: Open University Opens
As
school begins in 1971, some 19,500 students are registered for courses (Universities
in Britain, 1973). The students enrolling at the Open University are adults
in their 20s-40s, all of whom study part-time, and many of whom work full-time
during their studies. They must earn six academic credits for a pass degree, and
eight credits for an honours degree. Given that one credit requires 350 hours of
study, self-paced degrees are estimated to take 2-8 years to earn (Tunstall,
1974). Fees at the Open University are lower than in conventional British higher
education -- from a minimum of £200 for an ordinary BA and £250 for an honours
degree (Universities in Britain,
1973).
The
Open University has three streams: undergraduate, post-graduate, and
post-experience. Undergraduate courses are offered in arts, educational studies,
mathematics, science, social sciences, and technology (Universities
in Britain, 1973). There are no academic entrance qualifications, unlike
other British Universities, which require two or three A levels (Tunstall,
1974). Even so, applicants must be aged 21 or over (Universities
in Britain, 1973). The Open University operates on a calendar year system,
without terms or semesters, beginning in January and ending with November exams
(Tunstall, 1974).
Course
delivery at the Open University differs from those at all other British
Universities, combining broadcasts on television and radio, correspondence work,
and summer school (Universities in Britain,
1973). The syllabus for each course consists of “correspondence units”
(printed materials) and “broadcast units” (recorded programming). The Open
University has independent book publishing operations to publish its course
materials. Radio and television programmes are integrated with written material
and transmitted during off-peak times through BBC Radio and BBC2. Science
students also receive a “home experiment kit” that includes a microscope (Tunstall,
1974). In first-level courses, one-week summer school sessions are held in other
universities where more conventional teaching is provided in the form of
lectures, seminars, and/or lab work (Universities
in Britain, 1973).
The
Open University has a “course team” approach instead of individual teachers.
A counseling and teaching force is employed on a part time basis: students meet
counselors at local study centers; and “course tutors” teach evening and
weekend sessions in addition to grading written assignments. “Lecturers” do
not lecture, but instead design courses, edit readers, set exams and make
broadcasts. For its part, the BBC recruits young academics and trains them in
radio and television production. Staff at the Open University have titles
unheard-of in other British academic institutions, for example: photographic
manager, copyrights manager, director of marketing, manager of correspondence
services, chief systems analyst, and project control officer. The national reach
of the Open University makes it necessary to employ sophisticated computer
technology to grade assignments, record transcripts and operate the mailing
schedule (Tunstall, 1974).
Postscript:
Looking back
Proponents of the
Open University argued for its reach and cost-effective delivery of adult
education. Without a student campus, they reasoned, it incurred significantly
lower capital costs. Moreover, in 1973, a British academic at a traditional
university could teach only eight part-time students, whereas an Open University
academic could teach 180 part-time students (Tunstall, 1974). Nevertheless, Open
University was not without its flaws: the failure rate was significant, albeit
relatively low for part-time higher education. This is not surprising, however,
considering the variability among Open University students was substantially
greater than any conventional university. Student backgrounds varied
financially, educationally, as well as by age and outside commitments (work,
family, etc). Inside the organization, staff complained of overwork and absence
of research time, and management worried about the finite amount of BBC
broadcast time available as enrollment increased in an age before the VCR.
Furthermore, critics charged that the Open University had failed the working
class by insisting upon the “university” moniker and catering to the middle
class values it represented (Tunstall, 1974). After all, in her effort to
navigate the political minefield, Jennie Lee had sought advice from the
University world, ignoring the world of adult education, including extramural
departments, the Workers’ Educational Association and local education
authorities that Harold Wilson had included in his original consortium concept.
It took the Open University a very long time to overcome this resentment
(Perry, 1976).
Bibliography
British
Information Services. (1973). Universities
in Britain. London: Central Office of Information.
MacArthur,
Brian. (1974). An interim history of the Open University. In Jeremy Tunstall
(ed.), The Open University Opens (3-17).
London: Routledge.
Perry,
Walter. (1976). Open University: A
personal account by the first Vice-Chancellor. Milton Keynes, UK: The Open
University Press.
The Open
University. (1972). Report of the Vice-Chancellor. The Early Development of the Open University. London: Open
University.
Tunstall,
Jeremy. (1974). Introduction. In Jeremy Tunstall (ed.), The Open University Opens (vii-xx). London: Routledge.
Prepared by Jennifer Shelton (OISE/UT)
December 2001
Citation: Shelton, Jennifer (2001). 1971: U.K. Open University opens its doors.. In Daniel Schugurensky (Ed.), History of Education: Selected Moments of the 20th Century [online]. Available: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1971ukou.html (date accessed).
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